School closures during the COVID-19 pandemic temporarily shifted schooling from the classroom to the home. This paper provides an insight into parents’ perspectives of this experience of home-based learning. The research shows parents have a wide range of views on how, how often, and how...
This working paper identifies OECD countries’ interests in digital innovation in education by analysing their policy papers on digital education.
Examination into the use of apps and web‐based learning tools in Victorian government primary schools
This examination involved collecting information from the Department of Education (DET) and four government primary schools to understand how digital learning tools are being used from Prep to Year 6. Schools are obliged to consider privacy when selecting digital learning tools. However, this report finds...
Following the coronavirus (COVID-19) outbreak, most higher education institutions across the OECD decided to close their campuses. This policy brief outlines possible short-term and long-term solutions for organising student examinations online in the context of campus closures and social distancing measures.
Research evidence from before the pandemic suggests that despite a number of policy commitments and initiatives at local and national levels, there has only been limited progress in moving towards inclusive education and that children and young people with disability often fare poorly in the...
In response to identified gaps in online safety education, eSafety undertook research to support the development of a framework for online safety education in Australian schools, from K-12. This report focuses on the rapid review of evidence to assess current understandings of best practice in...
In addressing key considerations and making decisions, tertiary education providers should continue to act in the best interests of, and minimise adverse impacts to students, while maintaining the quality of learning.
This paper responds to a request for advice on the differential learning outcomes for online versus in-class education; factors that moderate the relative effectiveness; and distinct implications for students in metropolitan, remote, rural and Indigenous communities.
During the current period of home-based self-isolation, those without the ability to effectively and affordably access and use digital technologies will find it immediately and increasingly difficult to participate in contemporary economic, social, cultural and civic life.
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.