As Use of Educational Technologies Increase, NAPLAN Scores Remain the Same.

The National Assessment Program – Literacy and Numeracy (NAPLAN) is a series of tests that measures the literacy and numeracy skills of Australian students in years 3, 5, 7, and 9. The goal of NAPLAN is to provide a clear overview of student performance and guide educational strategies. However, the recently released 2025 results only extend a troubling trend: overall literacy and numeracy outcomes for Victorian students have not significantly changed since 2012.

The Current State of NAPLAN Results

Recent NAPLAN results show little to no improvement in literacy and numeracy for Victorian students. Last year there was a slight improvement in reading for grades 3 and 5. In contrast, other areas stagnated or even declined slightly. For example, the proportion of year 9 students who are below are national minimal standard in reading has increased to 10%.

This lack of progress raises important questions about the effectiveness of today's educational strategies and technology in classrooms.

Rate of Learning and Transition to Secondary School

Looking more closely at student achievement reveals a worrying trend: the rate of improvement in performance drops after Year 5. This could be attributed to various factors, one of which may be the introduction of laptops for learning tasks during these years, often as part of 1:1 programs where each student has their own device. With the intention of preparing for secondary school, these students are not showing the expected improvements in their NAPLAN scores and their rate of improvement in facts slows down. This trend is shown in the graph below; the blue line shows the mean NAPLAN scaled score across Years 3, 5, 7, and 9. The red lines demonstrates the mean scores that could be reached if the rate of improvement between Years 3 and 5 continued beyond this, rather than dropping.

The Role of Educational Technology

NAPLAN data suggests that the increasing use of educational technology over time is not translating to increased student academical performance.

While technology can offer exciting opportunities, it is vital to understand that merely having technology is not enough to improve performance. Technology is a tool that students can learn to use with clear purpose and intention, it should not be the default tool for academic learning.

The Importance of a Collaborative Approach

Collaboration among parents and teachers is essential to create a learning environment that promotes enthusiasm for education and helps students strengthen their literacy and numeracy skills. Parents can help to foster a love of reading and learning, modelling curiosity and motivation to grow. Teachers can offer activities which bridge the gap between school and the family.

A Clear Path Forward

The lack of progress in NAPLAN scores in Australia prompts valuable questions about our education strategies and technology's role in student learning. As educational technologies continue to grow in presence in classrooms, it is crucial to ensure that these tools are implemented only when a sound evidence-base is shown. Teachers should also be empowered to pause, review current practices, and re-consider where necessary. This has been done in other countries including Sweden and Spain. We also see some of the top performing Australian schools having significantly lower technology use for students.

When faced with a lack of progress, let us not simply continue with the same practices, but have the courage to stop, consider what we have learned, and adjust our approach accordingly.