X-XSS-Protection: 1; mode=block X-Content-Type-Options: nosniff Strict-Transport-Security: max-age=63072000; includeSubDomains; preload

About ACCE

Role of the Australian Council for Computers in Education

The ACCE is the national professional body for those involved in the use of information and communications technology in education. This includes educators who teach computing / information technology subjects as well as all educators who strive to improve student learning outcomes through the powerful use of ICT.

ACCE strives to encourage and maintain a level of excellence in this field of endeavour throughout Australia. Each state and territory has an independent association (or Computers in Education Group – CEG) which advances the professional development of its members in the use of learning technologies in education.

The ACCE Board consists of representatives from the state and territory CEGs and the Australian Computer Society. It publishes the journal Australian Educational Computing and authorises the Australian Council for Computers in Education Conferences (ACCE). It is affiliated with the International Society for Technology Education (ISTE) and the Technology Education Federation of Australia (TEFA).

The purposes of the association are to:
  • establish and maintain a national professional association representing the users of learning technology in education in Australia.
  • establish, maintain and provide a representative national voice for member associations.
  • provide a common forum for member associations.
  • cooperate and / or liaise with relevant organisations at local, state, national and international levels.
  • faciliate and provide mechanisms for the dissemination of information in relation to learning technology.
  • provide support for member associations.
  • organise and conduct conferences, seminars and or other programs.
  • organise and / or publish publications with a national focus.
  • increase community awareness of learning technology.
Actions supporting these goals are:
  • Development of the national journal Australian Educational Computing.
  • Development of the national conference Australian Council for Computers in Education conference (ACCE) formerly known as the Australian Computers in Education Conference.
  • Position statements on national issues.
  • Participation in national strategic projects.
  • Provision of internet based tools for CEGs to use.
The 8 state / territory member associations of ACCE are:

Information Technology Educators ACT


Educational Computing Association of Western Australia

Digital Learning and Teaching Victoria

Information Technology Educators Association of Northern Territory

ICT Educators of NSW

Queensland Society for Information Technology in Education

Tasmanian Society for Information Technology in Education.

These members are K-12 teachers with an interest in the use of ICT in education and teachers of the formal Information Technology or Computing Studies subjects at secondary level. The CEG membership also includes teacher educators from university faculties of education.

The ninth member of ACCE is the Australian Computer Society (ACS), a professional body for the ICT industry. ACCE is funded via capitation fees from each of its member associations.

The ACCE Board consists of a representative from each of its nine members, an independent President and the Immediate Past President. The Board oversees the biennial conference, the Australian Council for Computers in Education Conference (ACCE) formerly known as the Australian Computers in Education Conference (ACEC) which is hosted on its behalf by one of the member associations. The 2006 event, ACEC2006 in Cairns attracted over 1,150 participants of which almost 200 were international delegates.

The ACCE Board has sought to advance the development of ICT in Australian education through cooperative and collaborative activity. It actively seeks to involve other organisations in its own work and offers to contribute the collective experience and expertise of its Board members and member associations to assist other bodies in educational ICT activities.

This collaborative activity is demonstrated in the hisotry of ACCEs significant contribution to the conduct and management of many national projects. These projects include:

Digital Technologies course: 2011 - 2017

ACCE has been intimately involved throughout the process of creating a new course for the Australian Curriculum.

This has included

ACCE continues to actively support the development of a coherent and educationally sound computing curriculum for Australian students.

Female Participation in School Computing: Reversing the Trend

This report, sponsored by ACCE, Intel and Digital Careers and developed by lead author Dr Jason Zagami, was launched at the Inspiring the Next Generation of Creative, Entrepreneurial and Digital Women on 10 June 2016 at Museum of Contemporary Art, Australia, Sydney. http://www.vividsydney.com/event/ideas/inspiring-the-next-generation-of-creative-entrepreneurial-digital-women

ThinkQuest: 2008 - 2013

ACCE was the national partner for ThinkQuest competition in the Australia / New Zealand region which was sponsored by Oracle Education Foundation.  The ThinkQuest competition concluded during 2013. www.thinkquest.org

Support for Teachers of IT / Computing Studies: 2006-2007

ACCE, with funding from the SiMERR, conducted a project to provide much needed suppport to teachers of senior secondary IT / Computing Studies in rural and regional schools.

Partnerships for ICT Learning (PICTL): 2005-2006

ACCE, in consortium with ACSA and the National Centre for Science, ICT and Mathematics Education in Rural and Regional Australia (SiMERR),  conducted a project for DEST to investigate partnerships between universities, schools and school systems regarding teacher professional development and the pre-service training for new teachers.

National QTP Information Exchange: 2002-2005

ACCE, in consortium with ACSA and National Curriculum SErvices (NCS), conducted a project for DEST to provide a national information exchange in relation to the Australian Government Quality Teacher Programme.

Models of Teacher Professional Development for the use of ICT in Classroom Practice: 2001-2002

ACCE, in consortium with the Australian Curriculum Studies Association (ACSA), the University of Western Australia (UWS) and TEFA, conducted a project for the Department of Education, Science and Technology (DEST) which resulted in the report Making Better Connections. 

Teacher Learning Technology Competencies: 2000

ACCE published a special edition of its journal Australian Educational Computing in 2000 devoted to the issues of teacher competencies for the use of ICT.

NATCOM: 1997 / 1998 / 1999

A sequence of three national projects for the Australian Government. These projects assisted the peak body for each of the Austrlaian Key Learning Areas (KLAs) to investigate and implement online activities for their KLA. NATCOM2 provided advice to the Education Network Australia (EdNA).

Aussie Schoolhouse

ACCE managed a website that provided an online publishing and project environment for schools, teachers and professional associations.  Generally, it has been superceded but it was ‘cutting edge’ in its time.  www.ash.org.au

ACCE actively supports its member associations to participate in international activity. Through the affiliation with ISTE, each member association has been twinned with an equivalent organisation in the USA. 

Through its support for the state and territory groups, its advocacy on national isses and its sustained participation in a series of nationally significant projects, ACCE has developed its role as a proactive national peak body promoting all aspects of ICT in education.

ACCE coordinates a national conference every two years, the Australian Council for Computers in in Education Conference, ACCE. State and Territory computer education groups bid to hold this conference in their jurisdiction on behalf of ACCE.