This article asks whether Australian school students are sufficiently digitally literate and confident to effectively transition to online learning and whether teachers have demonstrated the capacity to use digital technologies in their teaching and learning practice to facilitate this transition.

Digital literacy, under a wide variety of names, is routinely classified as a 21st-century skill and is frequently reported as an area of high priority in school education systems internationally.

The latest figures from a report by the Australian Council for Educational Research (ACER) on the National Assessment Program in Civics and Citizenship (NAP-CC), released by the Australian Curriculum, Assessment and Reporting Authority (ACARA) reveal that half of the Year 6 and Year 10 students who participated in the sample assessment meet or exceed the...

Reports on an international study of the extent to which young people have developed computer and information literacy (CIL) to support their capacity to participate in the digital age.

Using examples from the Melbourne Declaration on the Educational Goals for Young Australians and from work completed by ACER, this paper examines the challenges of measuring and improving the non-academic outcomes of schooling. The paper outlines common difficulties encountered when defining non-academic outcomes and establishing mechanisms to measure outcomes within schools, and the paper explores...