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Wakefield,J.(2015)`How technology is changing schools', BBC news, 2 February. Available at: Technology in schools: Future changes in classrooms - BBC News (Accessed: 2 November 2024)

With this article the main focus is how technology is in schools, and how the future changes in classrooms  if educational buildings  were more advance  with technology. The reason for choosing this article is because it has relevance to the question as it explores the different strengths and weaknesses, to advancing the technology in schools, as there is a lot more challenges now than ever as curriculums have to change leading to others  having to learn a lot more as individuals, and feeling more stressed to having to decipher a lot more challenges but also individuals do not what to feel like experiments after coming back to schools and work after covid. They will be the first to see how everything will work, but on the other hand there are some strengths to the technology changing in schools, as according to this article they want to develop flip classroom which can be a positive as context would be delivered online at home and homework would be done at schools, this has relevance to the question “how has technology changed in work and schools” as it shows the different side of each individuals and how many feel about the technology change, and what it could expand to in the near future. Another reason this article has been chosen is because the accuracy that the article has with our topic and question as it explores how technology has help transform some classroom for better or even worse even though the article was published in 2015 which makes it out of date it still has relevance to the question as it shows that technology was changing in school way before the pandemic become a global phenomenon. Another reason is that the information is accurate as it was from a BBC news source which are considered good as it means that the context has factual information to use. This news article is also accurate because the context is supported by professors but also Marc Prensky who is a writer and a speaker for education ,which can help with answering the question as it has to do with the change of technology in schools. The purpose of this article is to inform and teach the effect of technology in schools, which can help answer the question as it is able to show what the future changes could do. To summarise this article key points, it has answered the question of both sides as it has shown and mentioned the different scenarios that the change in technology can have on schools. But also explores why they want to change the curriculum to the new century and generation we are in.

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Technology has the power to transform how people learn - but walk into some classrooms and you could be forgiven for thinking you were entering a time warp.

There will probably be a whiteboard instead of the traditional blackboard, and the children may be using laptops or tablets, but plenty of textbooks, pens and photocopied sheets are still likely.

And perhaps most strikingly, all desks will face forwards, with the teacher at the front.

The curriculum and theory have changed little since Victorian times, according to the educationalist and author Marc Prensky.

"The world needs a new curriculum," he said at the recent Bett show, a conference dedicated to technology in education. "We have to rethink the 19th Century curriculum."

Most of the education products on the market are just aids to teach the existing curriculum, he says, based on the false assumption "we need to teach better what we teach today".

He feels a whole new core of subjects is needed, focusing on the skills that will equip today's learners for tomorrow's world of work. These include problem-solving, creative thinking and collaboration.

One of the biggest problems with radically changing centuries-old pedagogical methods is that no generation of parents wants their children to be the guinea pigs.

Mr Prensky he thinks we have little choice, however: "We are living in an age of accelerating change. We have to experiment and figure out what works."

"We are at the ground floor of a new world full of imagination, creativity, innovation and digital wisdom. We are going to have to create the education of the future because it doesn't exist anywhere today."

He might be wrong there. Change is already afoot to disrupt the traditional classroom.

The "flipped" classroom - the idea of inverting traditional teaching methods by delivering instructions online outside of the classroom and using the time in school as the place to do homework - has gained in popularity in US schools.

The teacher's role becomes one of a guide, while students watch lectures at home at their own pace, communicating with classmates and teachers online.

Salman Khan is one of the leading advocates of "flipped" classrooms, having first posted tutorials in maths for his young cousins on YouTube in 2004.

Their huge popularity led to the creation of the not-for-profit Khan Academy, offering educational videos with complete curricula in maths and other subjects.

The project has caught the eye of the US Department of Education, which is currently running a $3m (£1.9m) trial to gauge the effectiveness of the method. Now the idea has reached the UK.

Mohammed Telbany heads the IT department at Sudbury Primary School in Suffolk. He has been experimenting with the "flipped" classroom and recently expanded it to other lessons.

"The teachers facilitate, rather than standing in front of the children telling them what to do, and the children just come in and get on with what they are doing," he says.

"It has surprised the teachers that the kids can excel on their own, with minimal teaching intervention."

In the developing world where, according to some estimates, up to 57 million children are unable to attend primary school, the idea of children learning without much adult intervention is a necessity not a luxury.

Prof Sugata Mitra, from Newcastle University, has been experimenting with self-learning since his famous hole-in-the-wall computer experiments in the slums of Delhi in 1999.

He was amazed at how quickly the children learned how to use the machines with no adult supervision or advice.

From that was born the idea of " cloud grannies" - retired professionals from the UK, mentoring groups of children in India via Skype.

He won the $1m Ted prize in 2013 to build a series of self-organising learning environments in both the UK and India.

In January he completed the last of seven such units - a striking solar-powered glass building amid the lush vegetation of the village of Gocharan in West Bengal.

There will be no teachers and up to 40 children can participate when it suits them. They will have the internet at their disposal and will work in small groups. E-mediators will mentor the children via Skype.

Dr Suneeta Kulkarni, research director of the School in the Cloud project, said children would "engage in a variety of activities that are driven by their interest and curiosity", with games typically tried first.

The children will also be asked "big questions" that they can answer online.

"At yet other times these questions emerge from what the children 'wonder' about. It is also where the grannies or e-mediators are expected to play a significant role," she said.

When Canadian teacher and computer programmer Shawn Young wanted to spruce up his lessons, his first thought was gaming.

It was a platform many of his students were familiar with and something that was proven to engage children.

But it also had a bad reputation in teaching circles - thought to be too violent, addictive and without educational merit.

Some early attempts to integrate educational content within games failed. But what makes Classcraft different is that it is not about content - it is more a behaviour-management and motivation tool.

"The teacher teaches as normal. Teachers can offer pupils points for good behaviour, asking questions, or working well in their teams and it gives them access to real life powers," Mr Young says.

Those powers are decided by the teachers and may include handing in homework a day late.

There are also penalties for those not concentrating in class, turning up late or being disruptive.

Children play the game in teams, which means a lost point affects the entire group, and encourages them to work together.

"It is being used in a school in Texas which has a mix of white, Mexican and Afro-Americans. They would never normally speak to each other," said Mr Young.

Teachers using the system - some 100,000 have signed up since it launched in August - have noted not just better interaction between pupils, but better classroom engagement and motivation.

"As in other games there are sometimes random events, which could be something like everyone having to speak like a pirate for the day or the teacher having to sing a song in class. The kids love it."

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Technology in schools: Future changes in classrooms

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Technology has the power to transform how people learn - but walk into some classrooms and you could be forgiven for thinking you were entering a time warp. There will probably be a whiteboard instead of the traditional blackboard, and the children may be using laptops or tablets, but plenty of textbooks, pens and photocopied sheets are still likely.

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BBC. (2020) 'Technology: 'How tech is changing classrooms', BBC News round, 20 January. Available at:https://www.bbc.co.uk/newsround/51173524#comments (Accessed: 1 December 2024).

This news article is a credible resource as it is from the BBC meaning it is a reliable source and everything in this article is facts and non biased, this is much more credible than websites such as The Guardian as they are known to be quite biased and non factual. The BBC is also a well known source meaning it will be a lot more reliable most sources. An other reason this article was chose is because it was only made in January 2020. This means that it is fairly new source and up to date. This article is relevant to the question "How has technology changed in work and schools" as it is all about schools adapting to peoples needs and how they are changing how children are being taught in a new futuristic way. Although some people may argue that as this was made before covid 19 teaching may have now more recently changed as so many children had to do their school work from home. Although there is mention of children working in a futuristic way, there is no mention of working from home which all children done during the pandemic. This article has validity as it is all about how schools are adapting to different ways of learning. Also revering back to the question, this is also a new way for teachers meaning their work in the workplace has also be adapted as when they first started teaching they would've Whilst evaluating this news article it states that there has been a drastic change with technology within schools throughout the years. Children are now learning about the past in a very futuristic way. They now use virtual reality so they can see for themselves what it was like in the past. This article explains that children no longer have to imagine when coming to learning as the topics they are writing about in their text books can now come to real life using VR. There is also a new way you can learn from home if you are too un well to attend school. This article evaluates that a 7 year old boy was too unwell to go to school so he sent a robot to replace him. He was able to join in with class discussions and not miss out on any learning with being in the comfort of his own home. To summarise, this article is a credible source and relevant to the question as it mentions how children can now learn in a futuristic way.

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With phones, tablets, consoles and smart watches, tech is a big part of our lives at home - but what about school?

Well, there are loads of projects where tech is being introduced in schools in surprising ways.

Take a look and let us know below if there's any tech in YOUR school that you love using.

Using the future to look at the past!

These kids are learning about the past in a futuristic way. Thanks to virtual reality, children can travel along Hadrian's Wall and see and hear what it was like thousands of years ago.

Using augmented reality they can even meet a Roman soldier who can come to life from the pages of a textbook.

This new way of learning has been created by a company called Discovery Education which has been showing it off at exhibitions including the Bett Show in London.

Would you like to see this in your classroom? Let us know by commenting below.

Sending a robot in your place

A seven-year-old boy who is too ill to go to school sends a robot to class in his place.

Devon Carrow, from New York in America, uses the £3,000 'robo-swot' to answer his teachers' questions and take part in group discussions, all from the comfort of his home.

The high-tech gadget uses HD cameras to show Devon his classroom and he can signal when he wants to give an answer with a flashing light.

His mum says that the equipment helps him feel included and realise that he still has to go to school the same as anyone else.

Imagine being able to visit far away countries from the comfort of your classroom? Well, this school in London has been using virtual reality to do just that.

Using VR headsets these guys can visit the pyramids in Egypt, take a swim under the sea, or even take a look at the Earth from space.

It works by using an app on a smartphone and putting it in a cardboard headset.

Guizhou Radio TV Station

Imagine if this was your school bus... you'd never want to leave. Passengers in south west China can now stay ultra-connected with a 5G-equipped bus.

They have also equipped some of the buses with screens and VR equipment to show off what 5G can do.

People can watch ultra HD films which take seconds to download. They can even experience virtual reality live broadcasting.

The first digital teacher

Meet Will. Believe it or not Will isn't human, but he is the first digital teacher.

Will is going to teach primary school children in New Zealand.

He can interact with students on a computer, tablet, or mobile phone, and has been teaching kids about the environment and renewable energy.

He can respond to the answers given by children and can react to their body language.

During Will's trial, the children said: "If we smile at him, he smiles back to us."

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Technology: How tech is changing classrooms - CBBC Newsround

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With phones, tablets, consoles and smart watches, tech is a big part of our lives at home - but what about school? Well, there are loads of projects where tech is being introduced in schools in surprising ways. Take a look and let us know below if there's any tech in YOUR school that you love using.

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Hopkins, J, Bardoel, A. (2023) 'The Future Is Hybrid: How Organisations Are Designing and Supporting Sustainable Hybrid Work Models in Post-Pandemic Australia', Sustainability. PP. 1-21.

This academic journal is a credible resource as it is relevant to the question, it is also non biased as all that is written is fact. This journal is from a reliable source as it is made from a University. Any source that is made from a University is credible and reliable as students are not allowed to put anything biased in their work as more people are hybrid working especially since covid 19. This article was published on the 8th of February 2023 meaning it is a very new source. This makes it relevant to the question as a lot of changed in the past 4 years with the pandemic happening. This is a reason why this article was chosen because of how new it is. It makes the article credible and reliable due to it being just over a year old. This is one major strength of this article. A weakness of this article would be that it states there has been little research on hybrid working. Considering that the question is how technology have changed, hybrid working is a massive part of this. This is because of how new it is and even though so many people turned to hybrid working, no one really knew what they were doing. Hybrid working is an on going development within technology in work, this means it is relevant to the question. This article is an Australian article, in Australia 56% of people prefer working from home. As this is a new way of working and becoming the future this could be a strength of this article as 56% even though it doesn't seem like a lot in the grand scheme it is over half of the population. An other reason for choosing this article is because it was made after Covid it is the most up to date article. This means that the more up to date, the more reliable and relevant it will be, this is a strength of this article as it was the only one found that was made in 2023 after Covid. If this article was made before 2023 it wouldn't be as relevant as it wouldn't be up to date.

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Deruelle,T. Montero,U.A. Wagner,J. (2024)`The impact of technological progress on the future of work: Insights from a survey on alternative employment in OECD countries', Journal Of The Knowledge Economy, pp. 1-22. Available at:The Impact of Technological Progress on the Future of Work: Insights from a Survey on Alternative Employment Contracts in OECD Countries | Journal of the Knowledge Economy (Accessed: 3 December 2024)

With this  journal article the main  focus is on how technology can have different impacts in work and on any future progress but on the other hand if it can positively alter how individuals have to work. The reason for choosing this journal article is that it had the most relevance from other ones as it explores different negative and positive factors of what individuals are now doing in work, such as there is a lot more individual workers  who are now with multiple contracts due to technology advancing in their work place because of this it take jobs, and individuals then suffer as there contract gets put down to either part time, temporary or even seasonal. There is also challenges between the relationships with workers and employees  from coming back from working online while being in the pandemic as a lot of them do not work well together anymore. But on the other hand there are some strengths from technology being introduced or advancing in workplaces such as social factors, as it gives opportunities to everyone as young people want more self employed jobs and the older  people want temporary contracts this answers the question “how has technology changed in work and schools” as it explores how workers feel either having a negative or positive view on how technology has  changed, but also shows how works has taking workers time away from them. Another reason for choosing this journal article is the accuracy it has with the question as it shows and explores how technology could have an impact in work and how this could affect different individuals. This article was published in 2024 which also means it is in date for the question as you can see the significant differences the pandemic has caused with using so much technology. This article is also credible as it is supported by different questionnaires but also the authors are credible and reliable as one is a Doctor of Philosophy in European and the other is a postdoctoral researcher, which can help answer the question as it has to do with the change in technology but with information from different countries and how they feel on the change in work and any future progress. The purpose of this article is to inform and teach individuals how the change of technology can have an impact in work and how it changes in different countries, this can help answer the question as it shows what the future progress has in store for everyone. To summarise this article key points, it has answered the question with negative and positive factors by showing how the future progress could on workers jobs by giving them different contracts.

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Schleicher,A.(2015)`School technology struggles to make an impact`,BBC news, 15 september. Available at: School technology struggles to make an impact - BBC News( Accessed: 3 December 2024)

With this news article the focus is showing that technology has a struggle to have an impact on school and how individuals are having challenges with learning how different technology works. The reason for choosing this article is because it has relevance to the question as it explores the impact on technology in schools, as there is challenges that schools mostly teachers, but also students face because of the information overload that they go through which can course a lot more stress because individuals have to learn brand new things at a short time span. But also, teachers will have to instruct students if technology becomes a part of the curriculum to complete work that they make sure that students do not plagiarism others work. But on the other hand, there is one strength identified within this article is that students that are good at using a computer and now everything then it gives them a leg up to a better outcome with learning than others. This has helped with answering the question as yes it shows both side of how technology can be a struggle and be good for students, but it mostly has negative factors toward technology being introduced to schools. Another reason for choosing this article is because it is accurate to the topic as it explores how technology has a impact in schools even if it is in a negative way as it shows all the struggles and challenges technology has, even though like the last article it is outdated as it was published in 2014 it still has relevance to the question as it shows that technology is nit the best thing and a lot of students don’t understand or fall behind. This article is also credible as it if from BBC news which only gives factual information. Another reason this article is accurate as the author is the director for education and skills which can help answer the question as both articles are about what technology change can do. The purpose of this article is to inform, teach and persuade individual of the negative impact such as the struggles and challenges that comes with bring technology is not everything everyone think it is but instead courses more stress. To summarise this articles key points, it has answered the question even though on a negative side a lot more it has shown that individuals in school do not like the change and some feel if they are not good at technology they are not in todays social norms.

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Information and communication technology has revolutionised virtually every aspect of our life and work.

Students unable to navigate through a complex digital landscape will no longer be able to participate fully in the economic, social and cultural life around them.

But those in charge of educating today's "connected" learners are confronted with challenging issues, from information overload to plagiarism, from protecting children from online risks such as fraud, violations of privacy or online bullying to setting an adequate and appropriate media diet.

We expect schools to educate our children to become critical consumers of internet services and electronic media. And we expect them to raise awareness about the risks that children face online and how to avoid them.

More stories from the BBC's Knowledge economy series looking at education from a global perspective and how to get in touch

The Pisa assessments now provide first-of-its-kind internationally comparative analysis of the digital skills that students have acquired, and of the learning environments designed to develop these skills.

These data show that the reality in schools lags considerably behind the promise of technology.

In 2012, 96% of 15-year-old students in OECD (Organisation for Economic Co-operation and Development) countries reported that they have a computer at home, but only 72% reported that they use a desktop, laptop or tablet computer at school, and in some countries fewer than one in two students reported doing so.

'Disappointing'

Even where computers are used in the classroom, their impact on student performance is mixed at best.

Students who use computers moderately at school tend to have somewhat better learning outcomes than students who use computers rarely.

But students who use computers very frequently at school do a lot worse in most learning outcomes, even after accounting for social background and student demographics.

The results also show no appreciable improvements in student achievement in reading, mathematics or science in the countries that had invested heavily in information and communication technology (ICT) for education.

And perhaps the most disappointing finding is that technology seems of little help in bridging the skills divide between advantaged and disadvantaged students.

Put simply, ensuring that every child attains a baseline level of proficiency in reading and mathematics seems to do more to create equal opportunities in a digital world than expanding or subsidising access to hi-tech devices and services.

Last but not least, most parents and teachers will not be surprised by the finding that students who spend more than six hours on line per weekday outside of school are particularly at risk of reporting that they feel lonely at school, and that they arrived late for school or skipped days of school in the two weeks prior to the Pisa test.

One interpretation is that building deep, conceptual understanding and higher-order thinking requires intensive teacher-student interactions, and technology sometimes distracts from this valuable human engagement.

Copy and paste

Another interpretation is that schools have not yet become good enough at the kind of pedagogies that make the most of technology; that adding 21st-Century technologies to 20th-Century teaching practices will just dilute the effectiveness of teaching.

If students use smartphones to copy and paste prefabricated answers to questions, it is unlikely to help them to become smarter. Educators who want to ensure that students become smarter than a smartphone need to think harder about the pedagogies they are using to teach them.

Technology can amplify great teaching but it seems technology cannot replace poor teaching.

The impact of technology on education delivery remains sub-optimal, because we may over-estimate the digital skills of both teachers and students, because of naive policy design and implementation strategies, because of a poor understanding of pedagogy, or because of the generally poor quality of educational software and courseware.

The results suggest that the connections among students, computers and learning are neither simple nor hard-wired; and the real contributions ICT can make to teaching and learning have yet to be fully realised and exploited.

But the findings must not lead to despair. School systems need to get the digital agenda right in order to provide educators with learning environments that support 21st Century pedagogies and provide children with the 21st Century skills they need to succeed in tomorrow's world.

Teacher training

Technology is the only way to dramatically expand access to knowledge. Why should students be limited to a textbook that was printed two years ago, and maybe designed 10 years ago, when they could have access to the world's best and most up-to-date textbook?

Equally important, technology allows teachers and students to access specialised materials well beyond textbooks, in multiple formats, with little time and space constraints. Technology provides great platforms for collaboration in knowledge creation where teachers can share and enrich teaching materials.

Perhaps most importantly, technology can support new pedagogies that focus on learners as active participants.

To deliver on the promises technology holds, countries will need a convincing strategy to build teachers' capacity. And policy-makers need to become better at building support for this agenda.

Given the uncertainties that accompany all change, educators will always opt to maintain the status quo. To mobilise support for more technology-rich schools, policy needs to become better at communicating the need and building support for change.

Education systems need to invest in capacity development and change-management skills, develop sound evidence and feed this evidence back to institutions, and back all that up with sustainable financing.

Last but not least, it is vital that teachers become active agents for change, not just in implementing technological innovations, but in designing them too.

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School technology struggles to make an impact

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Information and communication technology has revolutionised virtually every aspect of our life and work. Students unable to navigate through a complex digital landscape will no longer be able to participate fully in the economic, social and cultural life around them.

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Department for Education(2019)`Realising the potential of technology in education` Available at: Realising the potential of technology in education - GOV.UK (4 December 2024)

With this industry report the main focus is the development of the use of technology in England, but also explores how technology could support individuals. The reason for choosing this  report is because it had the most relevance to the question  as it shows the different strengths and weaknesses of what support the government has to offer with decreasing barriers and helping students to learn how to use technology. The struggles and challenges  different individuals face, such as some have slow internet and internal devices that are outdated and cannot help students or teachers finish work that is online, some challenges come under having to buy the right technology for every individuals specific needs. On the other hand, there is a lot more strengths in this report, some of these strengths are cutting the workload down for teachers with designing apps to make assignments, saving teachers doing them. This report also wants to identify support for individuals who have the desire to be a teacher helping them find vacancies and even training courses after university, this has relevance to the question “how has technology changed in work and schools” as it shows how technology is having a positive effect in education and what they want to change, so it can support individuals and give them more opportunities to develop themselves and knowledge. Another reason this report was chosen because the accuracy in this report with the topic and question is it explores how technology is helping support individuals with their day to day lives, even though this report was published in 2019 it shows that the government already had ideas on changing and supporting individuals with incorporating technology in education, this has relevance to the question because it shows the positive side of technology advancements being incorporated into educational buildings,  unlike the other article it shows the positive side of  technology advancements being incorporated into educational buildings. Another reason is that the information is accurate and credible as it is from the department of education which is considered a good source to use as it gives factual information as it is from reliable individuals in government. The purpose of this report is to educate and inform individuals the positive effects of technology being in education and show what support the government wants to offer to students and teachers, which can help answer the question as it shows what individuals can look forward to in the future. To summarise this reports key points, it has answered the question in a more positive light as it shows how the future could change for individuals with the support and technology that the government has now incorporated technology in schools.

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Lords Library (2023) 'Educational technology: Digital innovation and AI in schools' Available at: https://lordslibrary.parliament.uk/educational-technology-digital-innovation-and-ai-in-schools/ (Accessed: 7 December 2024).

This industry report focuses on the changing development of AI in schools. This is relevant to the question because AI has a big part of how technology have changed in schools as it is the future of learning. This report is credible as it was published in 2023 which was only last year. This also means that major developments such as covid 19 was before this article was published meaning it has up to date information which is reliable to answer the question. This report explains that the use of technology and AI is increasing rapidly and is due to increase even more in the upcoming years. Relating back to the question, this report is relevant as it also has the negatives on how technology has changed in schools as there is infantilisation within students and teachers which going back to the question is relevant as AI is effecting teachers in the work place as well as students. An other negative this report had was there could be an impact jojobas as there is no longer need for teachers to do as much work behind the scenes as AI can do it all for them. Although this could be a positive as teachers don't have to do as much this could be a huge risk to their jobs. Although this report has many positives such as kids having more free ability to learn and not just by being taught by a teacher at the front of the class and the fact it can help explain more complicated factors in a more simple way to help kids learn, it counteracts with the amount of negatives it has. This is how it is relevant to the question as it explores all possible ways of the change of technology in schools and also the work place as well. To summarise, this report is credible as it is from a well known source, with it being a parliament source this means that it is not biased, with it not being biased this also means it is a reliable source that people can trust and it related back to the question in everyday it could as it had positives and negatives within the report.

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Christian,A. (2022) 'Why ‘digital literacy’ is now a workplace non-negotiable', BBC, 27 November. Available at:https://www.bbc.com/worklife/article/20220923-why-digital-literacy-is-now-a-workplace-non-negotiable

(accessed: 7 December 2024).

Whilst exploring this news article, it discovers it is a reliable article as it was published in September 2022. this means it's relevant and reliable as it is a new source. with it being a new source the information is more likely to be accurate as it is newer information. This article is discovered to be credible as it is from a BBC source which is non biased and factual. This news article is about how technology and digital literacy skills need to improve in the workplace. This refers to the question and technology is developing fast but the people are not able to keep up with it, this makes this article relevant to the question because of this as the question is how had technology changed in schools and the work place. This article has some positives such as there is ways to improve digital literacy skills within the work place by using different technologies to help. Businesses often offer training to be able to keep up with the fast paste of the growth of technology which is a positive. Although there are many positives to this article, there are also some negatives such as, employees being expected to update their digital skills sometimes without any training. This is a negative because even though using technology in the workplace is a standard thing now, employees shouldn't be expected to know everything they got to do. They also have to learn the new skills fast to be able to do their job. Especially when covid 19 hit only 5% of workers were used to hybrid/working from home and after the pandemic now over half of workers are familiar with it. This was a drastic change in technology in the work place as businesses would've had to provide all workers with the right equipment to be able to work from home. This would've been a massive change as workers may not have used to the equipment before and because of the pandemic there would've been no support. To summarise this article, it is credible and reliable because of how new it is and it from a reliable source, it has many strengths and weaknesses within the article which helped work out wether this article was suited for the question.

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Digital literacy used to mean being able to send an email or type using a word-processing programme. It was a skill largely required of knowledge workers - people who might use specific software at work, and need to be fluent in how to use it accordingly.

But the phrase has evolved significantly. Now, digital literacy means having the skills to thrive in a society where communication and access to information are increasingly done via digital technologies, such as online platforms and mobile devices. The concept encompasses a broad understanding of an array of digital tools that enable in-office, hybrid and remote work across all types of workplaces: think real-time collaborative software, live workplace chat apps and sophisticated asynchronous work tools.

Today, digital literacy is no longer a functional proposition, it's a mindset. In the modern workplace, there is a greater expectation for employees to nimbly adopt whatever technology comes with their job as well as adapt to ever-changing tools and approaches. Workers are also expected to use technology strategically: from working off their personal mobile devices, to leveraging collaborative workflow programmes.

And, importantly, digital skills are no longer essential only in knowledge work. "These are becoming universally applicable to almost everyone," says Ying Zhou, director of the Future of Work Research Centre at the University of Surrey, UK. By 2019, a UK government report showed digital skills were required in at least 82% of online advertised vacancies.

Zhou says workers who stand still and stop acquiring digital expertise risk falling behind. "Every time technology is developed it pushes up the workforce's skill requirements. It becomes a race between digital skills and technology: the faster it advances, the quicker we have to update our skills. The bar is being raised all the time."

Why everyone needs digital literacy

"Digital literacy is a broad concept: you can work with digital devices from simple ways to high complex tasks," continues Zhou. "It can vary from printing out an invoice in a shop, to using word processors and spreadsheets, to advanced use like web design, data analysis, computer programming and coding."

Job market demand for digital literacy has grown consistently since the 1980s. Zhou cites research showing that while demand for literacy and numeracy skills among the UK workforce has plateaued, roles requiring digital skills have continued to rise.

Over time, a degree of digital expertise has become expected even in roles unrelated to tech. From warehouse operators using cloud-based management systems, to doctors consulting with patients via remote video appointments, and contractors managing construction projects through mobile collaboration apps, technology is no longer sector-specific.

"Digital literacy - and employers' demand for digital skills - has evolved as the economy and labour market has become more digitised," says Danny Stacy, UK head of talent intelligence at hiring platform Indeed, based in London. "What used to be seen as a bonus is now a critical component of virtually every role."

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Why 'digital literacy' is now a workplace non-negotiable

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Digital skills once meant having a basic grasp of computers. Now, it means being able to work adaptably and strategically across tools, devices and platforms.