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"Key findings from this survey highlight variability in ICT and Computing education internationally, as well as some areas of common ground. They are potentially useful in informing discussions about how to motivate students to pursue their ICT and Computing education. They may also be useful in considering what works or might usefully be developed in the curricula in the UK. Some key findings are presented below. Others are included in the report, along with more information about the survey. Key findings In some educational systems, the subject areas of ICT and Computing are not represented in the curriculum. In some they are optional and in others mandatory. The use of ICT is included in the curriculum more commonly than the technical aspects of Computing, such as programming. The age at which the teaching of ICT is expected by the curriculum varies, from introduction at or before age 6 in Ontario and Massachusetts to first introduction at the age of 12 in Singapore and 14 in Italy. There is evidence, however, that many students use ICT earlier than the curriculum implies. The introduction of more technical Computing skills occurs later, typically from the ages of 12-14 upwards. In terms of basic technical Computing skills, students are generally expected to know common terminology, to understand concepts such as 'hardware' and 'software' and to be able to name parts of a computer system, among other elements. Programming is covered in most Computing curricula investigated. In some, specific languages are identified, while in others, there is flexibility (e.g. Ontario simply specifies that programming languages should be 'industry standard'). Only the older students are exposed to the technicalities of networking and systems management, and then not in all countries/regions. Curriculum design varies. Most courses are linear, while Ontario offers a menu of Computing courses at the higher levels, from which students can select cours

"This address briefly traverses the successes and failures of the past before examining the evidence that may give some clues to the future challenges of using digital technologies and digital media in education. However, is Australian education and training in a position to address these challenges? The capacity of education to meet the future challenges of using technology for teaching and learning is the focus of this presentation."

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