Author Identifier (ORCID)
Abstract
Teachers must equip students to navigate an increasingly complex world of unique challenges and opportunities, necessitating the development of a diverse range of transferable skills. These skills are embedded in the General Capabilities (GC) of the Australian school curriculum. Upper primary school teachers’ interpretations of one of the GC, Information and Communication Technology (ICT) learning progressions, was examined, as these skills have become increasingly important with the rise in generative and assistive artificial intelligence. Using an interpretivist paradigm, an exploratory study was used to determine the areas where 36 teachers differed in their interpretations of the learning progression. Data collected through an online questionnaire were analysed using thematic analysis. Results indicated inconsistent interpretations. This research aims to determine whether the learning progression for ICT skills is understood consistently in curriculum documents as divergence in interpretations may indicate targeted areas for revision of the curriculum documents or professional development.
Keywords
information and communication technology, curriculum, general capabilities, teacher perceptions, learning progressions, artificial intelligence
Document Type
Journal Article
Date of Publication
1-1-2026
ISSN
03137155
Volume
36
Issue
2
Publication Title
Issues in Educational Research
Publisher
Western Australian Institute for Educational Research
School
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
First Page
599
Last Page
618
Recommended Citation
Moroney, L. & Dawson, V. (2026). What are information literacy skills? Western Australian primary teachers' interpretations of the ICT curriculum. Issues in Educational Research, 36(2), 599-618. https://doi.org/