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Socioeconomic differences were found to be a leading cause in the reason some students were not technologically proficient as students whose parents came from a more professional career were more likely to be proficient.

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Testing Technological Proficiency in Grade 6 and Grade 10 Students

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Testing Technological Proficiency in Grade 6 and Grade 10 Students

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"The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEEDCYA) conducted and released a report of the National Assessment Program focusing on ICT Literacy in Years 6 and 10. During this assessment, 5604 grade 6 students from 299 schools were tested while 5322 grade 10 students from 292 schools were", (Howell, 2012, p. 57).

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While the majority of children using the internet do not use it for a long period of time every week, this may be a direct result of the low amount of children between the ages of 5 and 14 that own a mobile phone, and even lower amount of those children that have access to the internet via their mobile phone devices.

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It is clear by the way that children use the internet that they would not be spending very long per week engaging in educational activities or playing online games, in fact, 42% of children aged between 5 and 14 years of age spend 2 hours or less online per week, with the minority (4% of children) spending 20 hours or more online, (Howell, 2012, p. 56)

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"In Australia, 44 per cent of households have a mobile wireless internet connection (excluding mobile handsets), whereas 41 per cent of households have a digital subscriber line (DSL). This makes mobile wireless internet connection the fastest growing form of accessing the internet increasing from 4.2 million units in December 2010, to 4.8 million units in June of 2011." (Howell, 2012, p. 56).

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Everyone uses the internet for different activities, whether that is searching for information, socialising with people, or just for entertainment purposes. Children, more often than not, use the internet more productively than adults might. "Children aged 5-14 years use the internet for (in order from highest to lowest) educational activities (85 per cent) and online games (42 per cent). Of children aged 5-14 years, 42 per cent used the internet for 2 hours or less per week, while 4 per cent were online for 20 hours or more", (Howell, 2012, p. 56).

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In Australia, "the Australian Capital Territory has the highest proportion of internet connections (74 per cent of households), while Tasmania (49 per cent) and South Australia (54 per cent) have the lowest", (Howell, 2012, p. 56).

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“Broadband is accessed by 62 per cent of households in Australia, with 86 per cent having internet access”, (Howell, 2012, p. 56). With such a large number of houses having access to the internet, the digital age is booming.

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“We might assume that Australian society is relatively classless, but in reality we have very distinct layers based upon socio-economic factors.” (Howell, 2012, p. 56)

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Before delving into the Digital Divide, we must understand what the digital divide means. “Schools are increasingly asked to bridge the digital divide between what the parents can afford and what they would like their children to experience or be fluent in", (Howell, 2012, p. 55). The digital divide is, as stated by Howell, the difference between what technologies parents can afford, and what technologies and programs they expect teachers and educators to expose their children to.