Catholic Network Australia (CNA) is a consortium of Australian Catholic Education organisations empowering Catholic schools through access and collaboration.
In this interview, we talk to Phil Proctor, the Chair of the Technology Working Group, about his role, the achievements and challenges of the group, and the pivotal role of technology in enhancing Catholic education across Australia.
Phil's insights underscore the critical role of technology in advancing Catholic education. By focusing on safety, curriculum alignment, and equitable access, Phil and his team are setting the stage for a future where technology enriches learning experiences for all students within the Catholic education system.
Q. What is your role within Catholic Education South Australia?
A: I’m the Director of Information and Communications Technology (ICT), responsible for the strategic and operational leadership of the ICT section, servicing over 54,000 students across 102 schools, and over 9,000 staff.
Q: Can you elaborate on your role as the Chair of the Technology Working Group?
A: I lead the Technology Working Group, focusing on identifying impactful technologies that can save time, build resilience, increase child safety and improve learning outcomes within the education system. We prioritise our technological initiatives through surveys and feedback from participants, aiming to address urgent technical challenges and emerging opportunities.
We try our best to balance the diverse needs of participants and foster a collective mindset to drive innovation and security in educational technology.
Q: How do you manage the responsibilities of your role alongside your position at CESA?
A: The two positions are quite complimentary. My role at CESA involves overseeing the integration of technology to support educational outcomes. My involvement in CNA allows me to share insights and learn from other dioceses, fostering a collaborative environment that benefits the broader Catholic education community.
Q: What achievements of the Technology Working Group are you most proud of?
A: The recent establishment of a national technology review and approval process that we’ve been developing incorporating the thinking of the Safer Technologies for Schools (ST4S) demonstrates the benefits of sharing resources and rallying around a unified focus. The national privacy and security initiative includes a standardised approach to evaluate digital products and services used by schools across the country.
Anyone can request a new technology to be assessed, and the results are available to all. While it’s been quite the accomplishment to get this launched in the first place, there’s still a while to go to accelerate the approval process and better disseminate the program to educators and school staff.
Volume contracting is another key achievement. Evolving beyond the original Telstra and Microsoft master service agreements, we continue to expand Catholic Network Australia’s service catalogue, doing the due diligence and simplifying procurement. Much like government panel constructs, we’re taking on the administrative burden to give systems of schools the peace of mind that each vendor and agreement has been thoroughly vetted.
We’re currently exploring a wide range of technologies including Internet of Things (IoT) devices, looking to ensure that personal identifiable information is kept safe and maintained in alignment with the Privacy Act 1988.
Q: What future projects or focuses excite you the most?
A: I’m excited by the potential of automation and cautious about AI. It’s crucial to ensure that new technologies are safe and in alignment with educational goals. The myriad of AI solutions that have recently hit the market have generated a lot of noise and many technology experts are eager to start tinkering. We don’t need to be a first mover for AI, but we do need to be prepared to adopt it where it makes sense and is safe.
Automation, on the other hand, promises the ability to improve inefficient practices and remove administrative burden for all staff. There are so many ripe opportunities to apply automation tools in a meaningful way that delivers against our strategic goals.
Q. How do you suggest closing the gap between early technology adopters and technology laggards?
A. In a large system, you’ll always experience distance between sprinters and latecomers. Early adopters will perform their own self-education and often experiment independently. Tech latecomers need to see the value before getting onboard, and the adoption journey needs to be simple to proceed and difficult to exit.
In CESA, we structure technology changes using the ADKAR framework: Awareness, Desire, Knowledge, Adoption, and Reinforcement. It’s a deliberate approach to implement change, and we always ensure each initiative is empowered with a Management Driving Force (MDF). If there isn’t a will from the top to change, it won’t happen.
Q: What challenges do you believe Australian Catholic schools face in adopting new technologies?
A: Cost and market noise are significant barriers. I’m passionate about ensuring equitable access to technology. Part of the benefit of CNA is the streamlined procurement that lowers the barrier of entry for all schools, regardless of size.
To address the rapid pace of technological change, we need a discerning approach. Technology should be a tool to enhance the curriculum, not a trend to chase. The Technology Working Group provides a collaborative space for specialists and leaders to exchange ideas and develop informed technology strategies.
Thanks for speaking with us Phil. If you’d like to learn more about the Technology Working Group or have any suggestions, please contact us at info@cna.catholic.edu.au
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