Kate E Williams

As digital technologies become increasingly embedded in primary education, variability in teacher confidence and capacity to deliver the Australian Curriculum: Technologies persists. This study evaluates the implementation of a self-audit tool designed to support primary teachers in identifying their professional development (PD) needs related to ICT and Technologies integration. Conducted in two Queensland primary schools, the research examines the extent to which the self-audit informed professional learning and leadership planning, and enhanced teacher agency in technology-enabled pedagogy. The study responds to national and global calls for evidence-based, scalable models of teacher-led professional learning in STEM-related disciplines. The research explored how the self-audit influenced teachers’ understanding of their own Technological Pedagogical Content Knowledge (TPACK), and whether it fostered strategic engagement with PD at both individual and school levels. Participants included 28 staff members in School A and 27 in School B, comprising classroom teachers and school executive. All participants completed the online self-audit, with a subset electing to participate in follow-up focus group discussions during allocated professional learning time. Using a qualitative case study methodology, data were drawn from audit responses and semi-structured focus groups. Thematic analysis of focus group transcripts provided insights into participants’ perceptions of the tool’s relevance, clarity, and impact on their reflective practice and motivation for further learning. Findings indicate that the self-audit supported teachers in identifying previously unrecognised gaps in content knowledge and classroom application. It provided a structured mechanism for self-reflection, and in many cases, prompted reconsideration of professional learning priorities. Participants noted the tool’s alignment with authentic teaching contexts and its contribution to a shared language for discussing ICT capability. School leaders reported that aggregated audit data assisted with identifying trends, informing school-wide PD agendas, and enabling more targeted support for staff. This study highlights the potential of self-audit tools to facilitate meaningful, teacher-driven professional learning while supporting leadership in building a cohesive, capability-focused digital education strategy. The findings underscore the importance of engaging both teaching and executive staff in reflective practices that inform sustainable professional growth. Further research is recommended to examine longitudinal impacts on classroom practice and student outcomes.

STEM (Science, Technology, Engineering, and Mathematics) education plays a pivotal role in tackling global challenges, addressing economic, social and environmental issues. Yet globally, there is a lack of student interest and engagement in STEM subjects and careers. Integrating STEM education with Career and Technical Education (CTE) in primary schools can serve as a catalyst for positive change.  While CTE programs are traditionally implemented in high schools and are designed to prepare students for specific trades, vocations and careers, adapting these programs for primary education may foster positive attitudes towards learning STEM and early interest in STEM careers. This research examines the effects of integrated STEM-based CTE on primary school students’ interest and confidence in STEM related subjects through a pre and post intervention analysis. Primary school students in Year 4 from five economically diverse Queensland schools engaged in a series of specifically designed integrated STEM-based CTE lessons involving inquiry-based, hands-on learning. Data on students’ interest and confidence in STEM subjects were collected using questionnaires administered before and after the intervention. Statistical analyses indicate that early exposure to integrated STEM-based CTE enhances students' interest and confidence in STEM subjects and careers. Expanding these types of meaningful, hands-on STEM learning activities into primary school curricula can further strengthen the STEM workforce pipeline. 

This study investigates the self-reported confidence of primary school preservice teachers (PSTs) in

using specific information, communication, digital and robotics technologies (ICDRTs) within

Mishra and Koehler’s TPACK framework (Technological Pedagogical Content Knowledge). By

identifying high priority areas for improving PST confidence, this research contributes to addressing

immediate challenges in teacher education and explores the associations of gender, age group, and

highest qualification with PST confidence. 490 PSTs enrolled in a fourth-year education

technologies subject completed a validated 77-item self-audit survey, divided across 10 ICDRT

components. Rasch analysis Item-Category Measures revealed Coding and Robotics, Common

Technologies used in Schools and Spreadsheet Skills as the three priority areas for initial teacher

education programs to focus on. Ordinal regression analyses (CI= .95) showed that males were

significantly more confident in technical components, while females were significantly more

confident in pedagogical and communication/administrative components. Mature-age students

demonstrated significantly higher confidence in workplace-acquired ICDRT items compared to

school-leavers. The highest qualification variable was only significantly associated with one item in

the Email Skills component. The self-audit instrument serves as a needs analysis, providing teacher

educators detailed insights into PSTs’ varying levels of confidence with ICDRTs. Additionally, it

enables PSTs to design personalised learning plans aligned with their self-assessed TPACK

proficiency levels. These findings highlight the need for tailored interventions addressing diverse

socio-demographic characteristics to enhance TPACK confidence amongst PSTs.

This study investigates the self-reported confidence of primary school preservice teachers (PSTs) in using specific information, communication, digital and robotics technologies (ICDRTs) within Mishra and Koehler’s TPACK framework (Technological Pedagogical Content Knowledge). By identifying high priority areas for improving PST confidence, this research contributes to addressing immediate challenges in teacher education and explores the associations of gender, age group, and highest qualification with PST confidence. 490 PSTs enrolled in a fourth-year education technologies subject completed a validated 77-item self-audit survey, divided across 10 ICDRT components. Rasch analysis Item-Category Measures revealed Coding and Robotics, Common Technologies used in Schools and Spreadsheet Skills as the three priority areas for initial teacher education programs to focus on. Ordinal regression analyses (CI= .95) showed that males were significantly more confident in technical components, while females were significantly more confident in pedagogical and communication/administrative components. Mature-age students demonstrated significantly higher confidence in workplace-acquired ICDRT items compared to school-leavers. The highest qualification variable was only significantly associated with one item in the Email Skills component. The self-audit instrument serves as a needs analysis, providing teacher educators detailed insights into PSTs’ varying levels of confidence with ICDRTs. Additionally, it enables PSTs to design personalised learning plans aligned with their self-assessed TPACK proficiency levels. These findings highlight the need for tailored interventions addressing diverse socio-demographic characteristics to enhance TPACK confidence amongst PSTs. 

STEM (Science, Technology, Engineering, and Mathematics) education plays a pivotal role in tackling global challenges, addressing economic, social and environmental issues. Yet globally, there is a lack of student interest and engagement in STEM subjects and careers. Integrating STEM education with Career and Technical Education (CTE) in primary schools can serve as a catalyst for positive change.  While CTE programs are traditionally implemented in high schools and are designed to prepare students for specific trades, vocations and careers, adapting these programs for primary education may foster positive attitudes towards learning STEM and early interest in STEM careers. This research examines the effects of integrated STEM-based CTE on primary school students’ interest and confidence in STEM related subjects through a pre and post intervention analysis. Primary school students in Year 4 from five economically diverse Queensland schools engaged in a series of specifically designed integrated STEM-based CTE lessons involving inquiry-based, hands-on learning. Data on students’ interest and confidence in STEM subjects were collected using questionnaires administered before and after the intervention. Statistical analyses indicate that early exposure to integrated STEM-based CTE enhances students' interest and confidence in STEM subjects and careers. Expanding these types of meaningful, hands-on STEM learning activities into primary school curricula can further strengthen the STEM workforce pipeline. 

This study used data from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) to investigate how parent report of children’s emotional and cognitive regulation at age 2-3 years was associated with teacher ratings of children’s prosocial behaviors in the early years of school. A sample of 2,392 children was drawn from the LSAC Birth Cohort for the analyses. The analyses used structural equation modeling to estimate parameters of the relationships between key variables. Within the model, estimates of mother-reported emotional and cognitive regulation at age 2 to 3 years were significantly associated with teacher-reported prosocial behavior at 6 to 7 years. Emotional regulation was a slightly stronger indicator of prosocial behavior than cognitive regulation. Being female and from a family with a higher socioeconomic position were also associated with higher levels of prosocial behavior. Results are discussed in relation to the role of early childhood teachers in fostering children’s self-regulatory behaviors and in providing environments in which empathic and prosocial behaviors are modeled, guided, and scaffolded so that foundations are laid for caring behaviors to be understood and internalized by children.