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Ict, Girls, Current Trends






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    Ict, Girls, Current Trends Ict, Girls, Current Trends Presentation Transcript

    • ICT - Current and Emerging Trends EXITE Professional Development Day IBM Innovations Centre Lena Arena Vocational Education in Schools Directorate
    • Current Statistics • The proportion of Australian households with access to a computer at home increased from 44% in 1998 to 61% in 2002. • The percentage of Australian households with access to the Internet at home has increased strongly, rising from 16% in 1998 to 46% in 2002.
    • Current Statistics • 89% of households use computers for personal or private purposes • 41% of households use computers for work or business related purposes • 36% of households use computers for educational or study purposes
    • Industry statistics • The number of Australian businesses using information technology (IT) has grown, rising from 49% at the end of June 1994 to 83% by June 2003. • The proportion of businesses with a web presence has grown rapidly, rising from 6% in June 1998 to 23% in June 2003. • The proportion of businesses with Internet access has also risen from 29% in June 1998 to 71% in June 2003.
    • Industry Statistics • At June 2002 – an estimated 62% of the 135,377 farms in Australia with an estimated value of agricultural operations of $5,000 or more, had access to a computer – 48% had access to an Internet connection. Source: Australian Bureau of Statistics
    • Stage 6 ICT Syllabuses • Software Design and Development • Information Processes and Technology • Information Technology Curriculum Framework 1999 (VET)
    • Syllabus Outcomes • Software Design and Development – practical implementation of designs – skills in teamwork – practical experience in building software solutions – methodical approach in developing projects – ethical and legal issues – new and emerging technologies
    • Syllabus Outcomes • Information Processes and Technology – analysis and development of information systems rather than focusing on skills in operating hardware and software – principles that underlie information processing rather than current trends – social and ethical issues – project work develops technical, communication and management skills – team projects allow students to develop interpersonal and communication skills in addition to technical skills
    • Syllabus Outcomes • Information Technology Curriculum Framework – credit towards the NSW HSC and national vocational qualifications under the Australian Qualifications Framework (AQF). – based on national training packages – assesses student achievement and reporting against units of competency – delivery by schools, TAFE and other Registered Training Organisations – mandatory work placement • Qualifications drawn from the ICA99 Training Package are seen by industry as providing foundation skills
    • Trends in the HSC Student enrolment in Software Design and Development in the 2003 HSC •Male: 3210 •Female: 346 •Females: 9.5% of candidature compared to 13% in 2002
    • Trends in the HSC Student enrolment in Information Processes and Technology in the 2003 HSC •Male: 6115 •Female: 2900 •Females: 32% of candidature compared to 36% in 2002
    • Trends in the HSC Student enrolments VET Information Technology in the 2003 HSC • Males: 3667 • Females: 1612 • Females: 31% of candidature compared to 32% in 2002
    • Recent developments in curriculum • Year 6 Computer Skills Test – mandatory from 2003 for all government school students in Year 6 • Year 10 Computing Skills Assessment – mandatory from 2006 as part of the School Certificate
    • Trends in ICT courses • Figures from DEST show 20,268 students started IT at university in 2003 down from 23,530 in 2002. A decrease of 14%. • Just 4663 women started IT study at higher education in 2003, 20% lower than 2002.
    • Industry trends • In 2002, 85% of all ICT workers were men, which is a considerably higher proportion than that of all employed persons (56%). • The proportion of ICT workers who were women changed little between 1998 (16%) and 2002 (15%).
    • Why are women under-represented? • Cultural factors and sex-role stereotyping • Way IT subjects are delivered at school • Misunderstanding of what a career in IT has to offer • Limited number of role models and mentors for females • Sex-role stereotyping in computer games
    • Why are women under-represented? • Limited use of computers by girls outside school relative to boys • Girls rating themselves lower than boys on computing ability • Girl’s perception of IT careers as solitary and with limited in-person contact
    • What can teachers do? • Introduce students to a wide variety of computing applications in order to develop an appreciation of the possible uses of computers • Dispel inaccurate images of computers and IT careers through direct experience with positive role models • Make explicit to students the connections between ICT subject content and the world of work
    • What can teachers do? • Integrate computer use across the curriculum to invite more girls into technology through a broad range of subjects • Communicate to students the information that all jobs in the future will involve the use of more and more ICT • Challenge and critique stereotypes about gender and ICT
    • Quotes •“Businesses want to access not just technical competence, but individuals with competencies that can contribute to the organisation’s strategic success and growth” Tasmanian Arts, Communication, Information Technology, Printing, Recreation Industry Training Advisory Board VET Plan 2002-220, p.4
    • Quotes • “The emergence of new technology, new processes and the rapid evolution of new products and services requires new approaches to learning and skill development, with much more emphasis on ‘just in time’ and ongoing training.” Priorities outlined in IT&T Directions for Australia, Strategic Plan 2002
    • Quotes • “An ICT qualification opens doors to virtually all industries and there are highly creative, team-focussed and technical careers to suit almost everyone.” Victorian Information and Communication Technology Minister, Marsha Thomson
    • Quotes quot;Many women... feel that technology is squeezing out our human spirit and has not contributed to a better quality of life, and that's the collective reason we need more women in the technology industries. They provide what is currently missing from the brain pool: diverse viewpoints in the design and application of that technology to our society.“ Prof. Sheryle Moon, Australian WomenSpeak Conference, 26-28 August 2001
    • Current trends in ICT • ICT has led to changes in work practices • A gradual merging of home and work environment occurring across all industries. • The demand for ICT skills has risen strongly over the past decade.
    • Current trends in ICT • Australia's ICT market is expected to increase by four per cent from 2003 to 2004. CEOs, CIOs and IT heads will start funding a technology refresh. • Multi-skilled candidates will be in high demand as employers look to recruit people who have a combination of technical skills and business acumen.
    • Current trends in ICT • Around 22% of computing professionals are women and this has changed little over the last five years.
    • Careers in ICT • IT Business Specialists – IT Account Manager – IT Business Analyst – IT Consultant – IT Trainer – IT Writer/Documentor • IT Management – IT Development Manager – IT Manager - Service, Product, Test, Operations – IT Project Manager, Team Leader
    • Careers in ICT • IT Operations – IT Database Administrator – IT Help Desk – IT Network Administrator – IT Operator – IT Support • IT Systems Administrator • IT Other Occupations • IT Systems Analysis and Design • IT Systems Development • IT Technical/Engineer Source: Australian JobSearch Website
    • Skill demands • Skills likely to be in demand for non- specialist IT workers: – Accessing and using the Internet – Web design and maintenance – Conducting financial transactions using the Internet – Maintaining web based information systems – Database and spreadsheet management
    • The future? • Skill sets in demand by industry will continue to be dynamic and unpredictable • Required skills on demand • Increased demand for underpinning skills for computer competence • ICT is changing the way in which all business is conducted and organisations are structured • “Growing need to maintain skill currency…focus on lifelong learning.”
    • The future? •The speed at which new products are emerging, and the time it takes for them to be adopted by consumers (ie the ‘product lifecycle’) is declining. •The Internet took only seven years to achieve the same level of worldwide penetration that took the telephone about 50 years to achieve. •80% of the systems, processes, services and products that today’s five-year-olds will experience, and use as adults, have yet to be thought of.
    • The future? • Communications based on the Internet will facilitate telecommuting, tele- shopping and tele-learning. • The Internet allows users to create ‘virtual’ or ‘cyber’ communities, members living in different countries. • Sensor technology will make the Internet interactive for communication with other people, machines and services.
    • The future? • New technologies for simultaneously translating the written and spoken word will reduce language barriers in communications, trade and education. • More universities will make education available ‘on-line’, allowing students to choose to ‘attend’ the institution of their choice, regardless of geography.
    • Finally… • “In times of change, it is the learners who inherit the future. Those who have finished learning find themselves equipped to live in a world that no longer exists.” Eric Hoffer, Futurist