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Digital skills for those in transition – where next

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Published
Publication date5/12/2014
Host publicationKey Competencies in ICT and Informatics Implications and Issues for Educational Professionals and Management: IFIP WG 3.4/3.7 International Conferences, KCICTP and ITEM 2014, Potsdam, Germany, July 1-4, 2014, Revised Selected Papers
EditorsDon Passey, Arthur Tatnall
PublisherSpringer Verlag
Pages214-225
Number of pages12
ISBN (Electronic)9783662457702
ISBN (Print)9783662457696
Original languageEnglish

Publication series

NameIFIP Advances in Information and Communication Technology
PublisherSpringer
Volume444
ISSN (Print)1868-4238

Abstract

How do digital technologies support life transitions? This chapter will provide an overview, accommodating findings presented within the previous six chapters, and highlighting areas for future research. In this context, it is clear that different learning landscapes allow for different learning approaches and enable uses of sometimes specific digital technologies. In learning contexts, a “formal curriculum offers a core range of subject needs; the informal curriculum provides opportunities for these to be developed in another context and with the support or involvement of parents, family or friends; and the non-formal curriculum provides opportunities for young people to work in teams and groups on authentic problems and products” ([1], pp. 200-201). There are implications for developing effective uses in the future that relate to supporting learners in different life transitions. An analysis of individuals in a specific life transition, and the importance of uses of digital technologies and associated digital and soft skills in a learning setting will be offered.