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Article
Description

Australian schools have suddenly and unforeseeably been forced to plan to implement internet-based remote schooling. What does this mean in a country where student use of ICT devices at school and outside of school is already high? Are students and teachers by default already sufficiently digitally literate and confident to manage the transition? ACER Research Director Julian Fraillon looks to Australian and international data to explore some of the myths and realities related to digital literacy.

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