Shaping Aotearoa’s Digital Future: A Conversation with DFA Programme Manager Kelsey Hallahan

Digital Garage turns five this year. The milestone arrives at the same time Digital Future Aotearoa (DFA) marks ten years of impact and Recycle A Device (RAD) reaches five years of nationwide delivery. Together, these anniversaries highlight how far Aotearoa has come in strengthening digital access and confidence for young people. 

To reflect on this moment, Digital Garage Director Jamie Blackwell sat down with DFA Programme Manager Kelsey Hallahan to discuss where this work began, how it has evolved and what it means for the future of New Zealand's technology workforce. 

From the beginning, Kelsey described the last decade as "a journey". A journey that kept evolving as schools, communities and young people needed different types of support. DFA started with coding clubs in Otautahi and grew into a national movement helping thousands of students discover pathways into technology. 

A Decade of DFA and Five Years of RAD 

The early coding clubs were designed to give young people opportunities they were not receiving in school. As expectations around digital learning increased, DFA expanded its kaupapa to focus on equity. This included creating resources, supporting teachers and ensuring students could build confidence in environments where digital access was limited. 

RAD followed a similar evolution. What began as a student-led idea at Aotea College became a structured national repair programme. It provides refurbished laptops to communities and teaches young people how to fix them. This combination of access and skill-building is now central to RAD's impact. 

Kelsey said many of the Rangatahi trainers come from backgrounds "that they would not have necessarily found this passion" without programmes like RAD. These young trainers are now the ones leading sessions, supporting younger students and helping their own families understand and use technology. 

Jamie said this confidence translates directly to the workforce. "Problem solving, curiosity and communication all begin in moments like this. Employers value those qualities across every technology role." 

How the Landscape Looked Ten Years Ago 

When DFA began, coding was not widely taught in schools. Access to devices varied between communities and confidence with technology looked very different to today. DFA filled a gap for young people who were curious but had no clear pathway to explore technology. 

Kelsey said the organisation grew by surrounding itself with people who shared its values. "We pick very carefully who we surround ourselves with" was how she described the partnerships that helped DFA expand without losing sight of its kaupapa. These early relationships provided guidance and support during a time of rapid change across the education system. 

The message was clear: access alone would never create equity. Students also needed guidance, confidence and support. Without those, technology became a barrier instead of an opportunity. 

Understanding the Digital Divide 

A significant part of the conversation focused on the scale of digital inequity across Aotearoa. Kelsey said that "about one million New Zealanders" face barriers to digital participation. The divide affects education, employment and how people navigate their daily lives. 

Students in DFA programmes describe a laptop as "the pen and paper of the older days". With many assessments now delivered online, a lack of digital access directly affects learning outcomes. Confidence becomes uneven, and achievement gaps grow. 

Kelsey explained that the stories coming into the "rad inbox" every week make the divide real. Teachers write about entire households sharing one device. Caregivers ask for help because their children cannot complete homework or apply for jobs. Some schools describe long waiting lists for students who do not have access at home. 

"It is heartbreaking and motivating at the same time," Kelsey said. "Every message reminds us that the gap is still wide and that what we do matters for people right now." 

Jamie said hearing these stories gives Digital Garage perspective. "It shows why this work cannot sit in the background," he said. "It affects students, families and their long-term opportunities." 

This ongoing demand is what continues to drive RAD and DFA. It shows the difference access makes and why digital equity is urgent across Aotearoa. 

How RAD Expanded Nationwide 

RAD's growth reflects a period of major change in Aotearoa. When schools moved to remote learning during the pandemic, the gaps in access became visible everywhere. Kelsey said, "The need grew astronomically." Short-term government support helped, but did not create long-term solutions. 

RAD responded by building a nationwide repair model that equipped teachers, trained Rangatahi leaders and delivered refurbished laptops directly into communities. The programme proved that young people could play a meaningful role in improving digital access for others. 

Repair Skills and Why They Matter 

Repair has become the defining feature of RAD. It teaches young people how devices work and builds confidence through hands-on learning. Many arrive unsure of what to expect. By the end of a session they are repairing devices that would otherwise be discarded. 

Kelsey said the kaupapa encourages young people to "make it happen". When a student completes a repair themselves, the lift in confidence is immediate. Some bring refurbished laptops home, showing their family members what is possible and helping them troubleshoot everyday issues. 

Jamie said this type of experience is relevant to the technology workforce. "You cannot teach that level of curiosity in a textbook. It comes from giving young people real responsibility." 

Repair work also supports sustainability by extending the life of devices and reducing waste. It strengthens the circular approach at the heart of RAD and helps young people understand the role they play in caring for technology. 

Rangatahi Trainers and Their Impact 

Rangatahi trainers are central to RAD's success. Their relatability and experience create a connection that helps younger learners feel comfortable and supported. Many trainers discovered their interest in technology through DFA programmes and now guide others through the same journey. 

Kelsey said the upcoming intake of trainers is what they are "most excited about". Some of these trainers have grown up with RAD present in their schools and communities. Their involvement shows how confidence builds over time and how pathways into technology begin with consistent exposure and support. 

This peer-led model also demonstrates that young people are not only future technologists. They are leaders right now. They build trust, influence culture and help others succeed. 

Partnership and Shared Purpose 

Partnerships are central to how DFA operates. Kelsey spoke about the importance of working with organisations that understand the kaupapa and believe in long-term impact. They described the reality clearly: "We live on support from others." Running national programmes at scale depends on people, trust and shared purpose, and strong relationships help sustain that work. 

Kelsey said it is important to choose partners who reflect the values the organisation holds. They noted that Digital Garage has been one of the groups DFA can call during challenging moments. "We can reach out and say we need some help here, or ask if you know someone we should talk to. That support matters." 

For Digital Garage, the partnership works because the alignment is genuine. Jamie said, "Our role is to back the impact DFA is already making. If we can remove a barrier or open a door that helps this kaupapa move forward, we will." 

Kelsey acknowledged this alignment and the intent behind it. "At only five years old, to have that social aspect in your business is not something that is common. It is appreciated." 

How Businesses Can Contribute 

The conversation included a clear call to action for businesses across Aotearoa. Donating end-of-life laptops provides immediate benefit for schools, families and communities. It also helps young people build repair skills that support long-term capability. 

Kelsey described laptop donation as "a really easy thing for people to do" and "a win from a CSR perspective". These donations reduce waste, extend hardware life and support emissions reporting. They also make a material difference in the daily lives of learners. 

Kelsey said, "It should be easy for people," as long as organisations have clear internal champions. This might be an IT lead who understands refresh cycles or someone in sustainability or marketing who sees the community benefit. 

Digital Garage will continue to highlight these opportunities with clients and leaders who can drive meaningful change within their organisations. 

Looking Ahead 

As technology continues to evolve, expectations on learners will grow. Kelsey said people now need to understand the "language of technology" and that the baseline skill level for every career is rising. 

The next wave of Rangatahi trainers shows what the future could look like. Young people who have grown up with these programmes are now stepping forward to teach the next generation. Their leadership is the long-term impact of consistent investment in digital equity. 

For Digital Garage, entering our fifth year is a reminder that supporting this ecosystem needs to be ongoing, practical and values-driven. As part of our commitment this year, we are donating to help DFA continue expanding RAD and strengthening access for young people. It sits alongside the work we are doing with clients to champion laptop donations and open more pathways into technology. 

DFA's journey continues to create options for learners across Aotearoa, and Digital Garage is proud to play a small part in that work during this milestone year.