Why digital literacy is key to success

Digital literacy shouldn’t be overlooked when discussing the tech skills shortage

In the UK, for the first time since records began, there are more job vacancies than unemployed people. Within these two roles, it is estimated that there are roughly two million unfilled vacancies within tech – more than in any other labour area. This, in part, has been fuelled by the rapidly changing technology landscape and emergence of new, innovative industries.  

To operate within these environments successfully – and accelerate responsible, rapid, positive change – a unique set of employability skills are required. These are what are known as applied digital skills and include email etiquette, word processing, database management and analysis, and working online independently to name a few.

While to a person with a developed career these skills may be deemed as obvious, it is imperative that schools do not overlook their importance when teaching; especially given the rapid and extreme digitisation of the world post-COVID-19. Unfortunately, all too often, the technology education that young people receive, or must learn for themselves, is not preparing them for the workforce. Only by equipping this generation with rounded training in all things technology can we ensure our young people are ready for the ever-changing world of work – and have the knowledge, expertise, and understanding needed to operate digital and technical tools in their desired industry or job role.

That is not to say schools need to teach young people each and every one of these skills – far from it. There has been no ready-made manual given to teachers to do so, and there simply is not the time or resource to track each individual industry’s advancements. What is important, however, is that schools teach core skills that are transferable across multiple industries, with more specific skills learned once in post; this is why digital literacy is key to success. For example, not every young person needs to know how to develop AI by age 16. What is essential though is embedding an understanding of how AI works, so the technical specifics can be picked up easier, and quicker, in the future. Teaching in this way, allows us to empower our students as well-rounded global citizens with the intelligence to engage with tomorrow’s big issues.

But schools don’t play an exclusive role here; families need to support and invest too. At ACS International School Cobham, we have started inviting parents into school so families can benefit from informative, hands-on iPad sessions, as well as kickstart conversations around technical processes and being responsible online. 

At ACS International School Cobham, all Early Childhood (aged 2-6 years) and Lower School (aged 6-10 years) students are taught an interactive digital skills session once a week. Learning is formulated around how to use different types of technology and digital tools, but also covers more advanced subjects such as 3D printing, coding and robotics. By approaching the teachers in our learning community and asking them to come along to the sessions, the learning serves a useful two-fold, ‘passing on’ purpose. This means that teachers can confidently take new digital knowledge back into their own classroom and integrate it into their teaching.

As students enter Middle  School (aged 10-14 years) and High School (aged 14-19 years), they can choose to attend Digital Design Club, with sessions putting young people firmly in the driving seat when it comes to digital technology, and in particular, AR. Here, we focus on using design skills to create 3D immersive AR experiences for others to explore and learn from. For example, students are encouraged to think about making spaces in school more accessible – linking to the United Nations’ Sustainable Development Goals.

So, what more do we need to do in the future to ensure our young people are prepared for a world of work in the technology sector? As well as a strategic plan and increased investment in schools – both in staff professional development and resources – we need to look at the results we are getting from activities like Digital Design Club. Trends within the industry are constantly evolving, and the goalposts are shifting, but the need for digital literacy remains. Only by staying ahead of the curve, arming ourselves with the latest data, and evaluating it, can we make certain we’re at the forefront of overcoming the tech skills shortage – all while preparing young people for lifelong learning.

By Lyndsey Stuttard, Digital Learning and Teaching Specialist, ACS Cobham