Primary education systems are failing to prepare children for the artificial intelligence era by neglecting fundamental keyboarding skills, with students receiving less than ten minutes of specific instruction a week despite the critical importance of digital literacy.
A major study led by Edith Cowan University (ECU) reveals a stark disconnect between the demands of a digital world and the resources available in classrooms, exposing a significant “equity divide” in how technology is taught.
While 96 per cent of teachers believe keyboarding skills directly impact performance in national online exams, the survey of 340 primary educators across Australia found that most allocate less than one hour per week to computer-based writing practice.
Specific instruction on keyboarding receives the least attention, averaging approximately nine minutes per week.
“In the digital age, skilful computer-based writing is essential for school aged children since it empowers them to communicate, acquire knowledge, critically engage with information, and produce text-based original thoughts,” said lead author Dr Anabela Malpique from the School of Education at ECU.
“It is difficult to correct children as they get older if they are not adequately taught the foundations of computer-based writing, including keyboarding skills such as key locations and hand and finger positions.”
Infrastructure barrier
The study highlights a significant infrastructure barrier, with only 17.4 per cent of Australian teachers reporting that students have access to devices with external keyboards at school.
Instead, 69.4 per cent rely on devices with only on-screen keyboards, such as iPads or tablets.
“It is very difficult to develop computer navigation and typing skills and write longer texts with only an iPad,” said Malpique.
The deficit also stems from a lack of formal training, with teachers reporting low confidence in teaching digital text creation and feeling they lacked the necessary preparation to support students.
