Research from the Gonski Institute for Education reveals parents perceive digital devices as necessary for their kids’ learning but are worried about the distraction and activities they’re missing out on.
Are you a parent, carer or grandparent of children aged 5 to 17? Do you wonder how digital media and technologies that they live with might affect their wellbeing, health and learning? We invite you to share your views.
Children are too often turning to Siri for answers to questions and becoming distracted with computer games at a time when the COVID-19 crisis has meant they need to be more immersed in digital learning than ever before.
Growing Up Digital Australia is a ground-breaking research project by the Gonski Institute for Education (UNSW) designed to change the status quo and understand how the widespread use of technology is i
The Phase 2 report surveyed nearly 2,500 parents, grandparents and caregivers and collected data about more than 5,000 children across Australia on home use of digital devices by young people during the pandemic.
In this short article, we explain what play is, how we all benefit from letting the children play more, what Australians think about play, and what parents and teachers can do to get our children, and all of us, to play more and better in and out of school.
There is a growing body of work that examines the ‘transitions out’ of higher education, using the lens of equity to examine patterns in graduate outcomes and employment/ further study destinations of under-represented students in Australian higher education.
There is a significant silence in the literature regarding equity at the postgraduate level, both internationally and in the Australian context. Instead, the focus on widening participation and supporting equity is almost exclusively located in undergraduate education, and this attention is also mirrored in government and higher education institution policy initiatives.
As an identified equity group, both in legislative and higher education policy terms, students with disabilities have also been a growing focus of attention. This literature is broadly focused on three things: firstly, it has offered characterisations of the composition of the students with disabilities population is (in terms of what disabilities are most reported in enrolment data); secondly, it outlines the challenges and barriers that students with disabilities can face; and thirdly, it explores institutional responses to such issues.
The literature suggests that there are strong relationships between equity group students and an increased likelihood of, or actual, attrition. Edwards & McMillan’s (2015) research strongly suggests that students from educationally disadvantaged backgrounds are less likely to complete their higher education studies, particularly for low SES, rural and remote, and Indigenous students.