Australia needs a new national assessment system rather than reforms to the current NAPLAN system, according to a new report from the Gonski Institute for Education.
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.
Equity in education, where all students have equal access to quality education and the same opportunity to succeed, must become a priority for the Australian school system.
Nine out of ten teachers and principals in Australia have seen an increase in the number of students with emotional, social and behavioural challenges compared to just five years ago.
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.
As the world embarks on the biggest educational experiment in history with remote learning, a major new study has unearthed troubling findings about the impact technology is having on kids health.
On Tuesday, 3 December 2019, the Gonski Institute for Education presented a research symposium at the annual Australian Association for Research in Education conference in Brisbane.
In 2019, the Gonski Institute for Education awarded a research grant to UNSW School of Education researchers, Associate Professor Terry Cumming and Professor Iva Strnadová that focused on wraparound models of support. The project, titled A Wrapar
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
In 2019, the Gonski Institute for Education awarded a research grant to UNSW School of Education researchers, Associate Professor Terry Cumming and Professor Iva Strnadová that focused on wraparound models of support. The project, titled A Wrapar
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.
A new report recommends scrapping the National Assessment Program – Literacy and Numeracy (NAPLAN) for a new National Assessment System that puts students’ interests first.
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.
