Presentation delivered by Ketty Lawrence, Project Manager: Digital Skills, SDS at the 'Technology is too important to be left to men ...' event organised by College Development Network on 25th May, 2018
1. Teachers' ICT competencies have been defined and assessed in Estonia since the 1990s through national curriculum standards and sample-based testing of students.
2. More recently, models have been developed to define educational technology competencies for teachers, including a common standard based on the ISTE CNETS framework.
3. Projects are underway to develop self-assessment tools for teachers to evaluate their own educational technology competencies based on models like the common HTPM standard.
This document provides a career chart comparing engineering and medical careers. It shows that engineering careers typically require a bachelor's degree over 4 years, while medical careers can involve a diploma over 3 years, 6 months to 1-2 years of courses, or other options. Engineering fields include I.T., mechanical, electronics, telecommunications, design, civil, bioinformatics, aerospace, marine, structural, and computers. Medical fields include M.B.B.S., MS surgery, B.Dentistry, B. pathology, ENT, cancer, haematology, HIV, MS medicine, endocrinology, gynecology, nephrology, and various science bachelor's degrees. It also lists other
Confused what to do after 12? There are numerous questions that drive one crazy as to which career option to choose?
Which stream to apply for? What are the courses available in that stream? Which are the different available options? How do i go about it ? etc
In this presentation various available options for students of class 12th in India have been mentioned. This will make one make an informed decision of one of the most crucial decisions of his/her life. So be wise, go through all the options, understand your potential and inclination towards certain subjects/courses and opt for that stream/field that suits you the best.
Good Luck!!
The document discusses opportunities in IT careers. It notes that demand for IT workers is higher than the supply as businesses increasingly rely on technology. There are many growing areas of IT like software development, cybersecurity, and data analysis. While some basic IT jobs may move overseas, jobs requiring business knowledge and close collaboration will remain. To succeed in IT, one needs relevant degrees, certifications, experience through internships or projects, and strong technical and business skills. Overall, IT careers offer high growth, pay, and flexibility for creative problem-solvers interested in emerging technologies.
The document provides information about the Bachelor of Computer Applications (BCA) degree program. It discusses that BCA is a 3-year undergraduate program that imparts knowledge about all aspects of computers and their applications. To be eligible for admission, students must have passed the 12th grade with at least 50% marks and subjects like Mathematics or Computer Science. The objectives of the BCA program are to develop skills in software development, soft skills, and knowledge of IT. Graduates can pursue careers in fields like software engineering, networking, database administration and higher education programs. Trinity Institute of Professional Studies is highlighted as an institution that offers BCA with industry-focused infrastructure and faculty.
This document discusses digital resources in education. It defines digital resources as any resource available in a digitized format, such as online collections, scanned images, databases, audio/video files, and storage devices. Digital resources have advantages like being accessible anywhere and easy for students to annotate, but also disadvantages like being expensive to create and update and having technology problems. The conclusion states that digital resources are electronic resources that can be accessed electronically, like e-books and databases, and they have become an important part of modern libraries and education.
This document provides career guidance and education options in India. It lists the number of universities, colleges, and institutions in India and notes that over half the population is under 25 years old. It discusses career choices in various fields like arts, languages, mathematics, law, business, computers, healthcare, fashion, teaching, government jobs, performing arts, and sports. It encourages focusing on your strengths and passions rather than weaknesses and advises developing basic skills and focusing on work rather than money. It provides information on studying abroad and resources for further career planning research.
The document discusses various types of e-resources for education including online and offline resources. It describes scholarly databases, information gateways, spoken tutorials, and tools for creating graphics, audio, and video. It also discusses web 2.0 tools for teaching like Zoho, Slideshare, and WordPress. Useful national digital libraries and resources are mentioned including National Digital Library of India, N-List, FOSSEE, Virtual Labs, and Spoken Tutorials.
1. Teachers' ICT competencies have been defined and assessed in Estonia since the 1990s through national curriculum standards and sample-based testing of students.
2. More recently, models have been developed to define educational technology competencies for teachers, including a common standard based on the ISTE CNETS framework.
3. Projects are underway to develop self-assessment tools for teachers to evaluate their own educational technology competencies based on models like the common HTPM standard.
This document provides a career chart comparing engineering and medical careers. It shows that engineering careers typically require a bachelor's degree over 4 years, while medical careers can involve a diploma over 3 years, 6 months to 1-2 years of courses, or other options. Engineering fields include I.T., mechanical, electronics, telecommunications, design, civil, bioinformatics, aerospace, marine, structural, and computers. Medical fields include M.B.B.S., MS surgery, B.Dentistry, B. pathology, ENT, cancer, haematology, HIV, MS medicine, endocrinology, gynecology, nephrology, and various science bachelor's degrees. It also lists other
Confused what to do after 12? There are numerous questions that drive one crazy as to which career option to choose?
Which stream to apply for? What are the courses available in that stream? Which are the different available options? How do i go about it ? etc
In this presentation various available options for students of class 12th in India have been mentioned. This will make one make an informed decision of one of the most crucial decisions of his/her life. So be wise, go through all the options, understand your potential and inclination towards certain subjects/courses and opt for that stream/field that suits you the best.
Good Luck!!
The document discusses opportunities in IT careers. It notes that demand for IT workers is higher than the supply as businesses increasingly rely on technology. There are many growing areas of IT like software development, cybersecurity, and data analysis. While some basic IT jobs may move overseas, jobs requiring business knowledge and close collaboration will remain. To succeed in IT, one needs relevant degrees, certifications, experience through internships or projects, and strong technical and business skills. Overall, IT careers offer high growth, pay, and flexibility for creative problem-solvers interested in emerging technologies.
The document provides information about the Bachelor of Computer Applications (BCA) degree program. It discusses that BCA is a 3-year undergraduate program that imparts knowledge about all aspects of computers and their applications. To be eligible for admission, students must have passed the 12th grade with at least 50% marks and subjects like Mathematics or Computer Science. The objectives of the BCA program are to develop skills in software development, soft skills, and knowledge of IT. Graduates can pursue careers in fields like software engineering, networking, database administration and higher education programs. Trinity Institute of Professional Studies is highlighted as an institution that offers BCA with industry-focused infrastructure and faculty.
This document discusses digital resources in education. It defines digital resources as any resource available in a digitized format, such as online collections, scanned images, databases, audio/video files, and storage devices. Digital resources have advantages like being accessible anywhere and easy for students to annotate, but also disadvantages like being expensive to create and update and having technology problems. The conclusion states that digital resources are electronic resources that can be accessed electronically, like e-books and databases, and they have become an important part of modern libraries and education.
This document provides career guidance and education options in India. It lists the number of universities, colleges, and institutions in India and notes that over half the population is under 25 years old. It discusses career choices in various fields like arts, languages, mathematics, law, business, computers, healthcare, fashion, teaching, government jobs, performing arts, and sports. It encourages focusing on your strengths and passions rather than weaknesses and advises developing basic skills and focusing on work rather than money. It provides information on studying abroad and resources for further career planning research.
The document discusses various types of e-resources for education including online and offline resources. It describes scholarly databases, information gateways, spoken tutorials, and tools for creating graphics, audio, and video. It also discusses web 2.0 tools for teaching like Zoho, Slideshare, and WordPress. Useful national digital libraries and resources are mentioned including National Digital Library of India, N-List, FOSSEE, Virtual Labs, and Spoken Tutorials.
The document defines a smart classroom as one equipped with multimedia components to enhance learning. It lists common equipment such as networked computers, projectors, screens, DVD and VCR players, and amplifiers. The advantages are that it allows simultaneous instruction of local and remote students, provides pen-based interfaces, and lets teachers control presentations. However, technical problems and lack of teacher understanding can be disadvantages. The roles of teachers are to share knowledge, abilities, and act as mediators. Tips include safeguarding equipment, handling it carefully, and logging off computers properly.
This document summarizes the results of a survey of 8 non-teaching staff members at Kirloskar Institute of Advanced Management Studies in Harihar, India. The survey aimed to understand the livelihoods of staff in categories like canteen, library, administration, security, and hospitality. Most staff have worked at the institution for over 5 years and are satisfied with their roles. Monthly incomes range from Rs. 5,000-10,000 for some to Rs. 20,000-60,000 for most. While the earnings meet family needs for some, others rely on additional income sources. The management provides some facilities but not all staff and listens to problems, though sometimes fails to solve them.
Business Information & ICT - ICT In BusinessRobbieA
Computers are used to facilitate efficient data collection, storage, retrieval, processing and output. Computer networks connect multiple computers together allowing file sharing, improved data access speeds, and information communication. Information technology encompasses technologies like computers, networks, the internet, email and multimedia systems that are used for data processing and communication.
1. The document discusses Abhi, a science student from a small town who wants to pursue engineering. It outlines the various engineering fields and top engineering colleges in India.
2. It notes that over 1,400 engineering colleges exist across India, with 8,50,000 engineering aspirants applying each year but only around 5,00,000 getting placements. However, only 15% of graduating students are qualified for jobs.
3. The document calls for more collaboration between industry, academia, students, and faculty to improve engineering education quality and make students more employable through research, innovation, and developing the right skills.
The document discusses ICT skills for teachers. It begins by introducing some key concepts and organizations that influence ICT training, such as UNESCO, INTEF, and CPR. It then outlines Spain's educational system and the region of Murcia. The rest of the document details the work of CPR Region de Murcia, including the types of courses and training they provide to teachers on various ICT skills based on frameworks from INTEF and others. It also discusses strengths and weaknesses of their current training model and possibilities for improving teacher ICT skills development in the future.
This document discusses the use of information and communication technologies (ICT) in education. It argues that ICT should be used to facilitate communication with students, motivate students by making diverse content accessible, and teach students skills needed in today's technology-dependent world. However, the core of education should be knowledge and comprehensive student training, with ICT serving as a means to educational ends rather than the focus itself. The document also notes challenges like outdated equipment, insufficient devices, and needs for improved teacher training. Overall, it advocates for strategic and coordinated use of ICT to enhance teaching and learning while avoiding overreliance on technology.
Content formats refer to the internal file structure of learning resources. Common formats include JPEG, PNG, GIF for images; MP3 for audio; PDF and RTF for documents; and PPT, SWF, and FLV for multimedia presentations. Early e-learning content was sometimes only usable on a single platform, but standards have emerged to make content portable between different systems.
This document provides information about various career options for young people in India after graduation. It discusses the process of career planning and lists five steps: self-assessment, exploring work options, narrowing options, deciding on the best option, and setting a career goal. It then describes several specific career paths like chartered accountancy, cost and management accountancy, banking, law, human resources, retail marketing, finance management, and various management fields. For each career, it discusses the required education, typical job responsibilities and duties, and ideal personality traits. The document aims to help graduates identify suitable careers and understand what is required to pursue different professional paths.
This document compares traditional and modern education. Traditional education involves an instructor teaching students in the same physical classroom, while modern education focuses on skills like science, technology, and critical thinking. Some advantages of traditional education are that it is less complicated and allows students to learn from each other, while disadvantages include passive learning and one-way communication. Modern education advantages include active learners and technology aiding learning, while disadvantages are complexity and technology dependence. Both types of education produce positive and negative student outcomes. The conclusion is that neither education type is fully better, as both have importance, but traditional education should not be neglected in favor of modern.
The document discusses career guidance and career decision making. It states that career impacts one's personal identity, life, relationships and surroundings. Career selection determines one's purpose in life, such as being successful, making money, helping others, etc. Career decision is influenced by factors like family, media, role models, personality traits, and attitudes. The document provides information on career maturity, occupational choice periods, self-exploration, developing skills, expectations from career guidance, and how personality impacts suitability for different careers in fields like science, engineering, mathematics, geology, etc. It emphasizes choosing a career based on interests, abilities, and opportunities.
The document discusses various careers in information technology, including their requirements and pros and cons. Specifically, it outlines careers in games development, hardware development, e-commerce, investment banking IT, consulting, retail IT, technology consulting, and communications services. For each career, it lists important skills, knowledge, and personality traits, as well as potential best and worst aspects of the work.
Digital learning refers to any type of learning facilitated by technology and makes effective use of instructional technology. It includes a wide range of practices like blended and virtual learning. Digital learning can transform learning by enabling surface, strategic, and deep learning. It provides benefits like collaborative learning, access to relevant curriculum, opportunities for creativity, and transparent assessments. A digital learning approach may incorporate mobile learning, personalized learning, online learning, open educational resources, and more. In the classroom, digital learning can be realized through learning by sharing and using technologies like calendars, word processors, presentation software, and maps.
Swayam: an initiative to educate onlineSumanVerma62
This presentation is about create an awareness among the people regarding the "SWAYAM". It includes description of SWAYAM and its functioning as well as procedure to register.
The document outlines technology standards for school administrators organized into 6 sections: leadership and vision, learning and teaching, productivity and professional practice, support management and operations, assessment and evaluation, and social legal and ethical issues. Each section describes key responsibilities for administrators and provides indicators and tasks to effectively integrate technology in those areas. The document was developed by Virginia's Initiative for Technology and Administrative Leadership with funding from various sources including the Bill and Melinda Gates Foundation.
This document discusses different types of web services including email, chat, and online forums. It provides definitions and explanations of each:
- Email allows electronic exchange of messages between electronic devices over computer networks like the Internet. Messages are stored on email servers until the sender and receiver connect.
- Chat refers to real-time text message communication online that aims to mimic spoken conversation. It can be one-on-one or multi-user.
- Online forums allow longer text-based discussions through posted messages organized into topics and threads. Users may need to register and log in to participate.
- In conclusion, web services allow different applications and devices to communicate over the web through standardized protocols regardless of programming languages
The document summarizes a school in Bicaz, Romania with over 500 students and 40 teachers. It promotes basic skills and each child's ability to discover themselves. The school has excellent material resources and promotes efficient relationships between teachers, students, and parents. It also emphasizes a teaching climate based on fair competition and offers important extracurricular activities with partners.
ENGLISH PRESENTATION CLASS ROOM OF THE FUTUREERUMSULAYMAN1
The document discusses the classroom of the future and how it utilizes technology. It describes smart classrooms which are equipped with computers, projectors, screens and internet access to enhance learning. Students in the future classroom will demonstrate creative and innovative thinking using technology, communicate digitally and evaluate information online. Teachers will share their knowledge and abilities and mediate the class. The classroom of the future design places students in tables to encourage collaboration and uses technology like electronic whiteboards, projectors and printers to aid the teacher.
The document discusses various career options and paths after 10th, 12th, diploma including engineering, medical, agriculture, science streams. It provides information on entrance exams for different fields, top colleges, important factors to consider for career choice like interests, aptitude. Career paths discussed include doctor, engineer, teacher, entrepreneur, roles in armed forces, civil services, etc. It emphasizes self-assessment and choosing a field that matches one's talents and values.
The document discusses how information technology (IT) has changed various industries like agriculture, manufacturing, healthcare, education and finance by making processes more efficient. It then focuses on the IT and business process management (BPM) industry in Sri Lanka, describing how it has grown rapidly to become one of the country's largest knowledge industries. Some key points made are that Sri Lanka is among the top 25 countries for IT, there are many large multinational companies operating there along with local companies, and it is well known for providing specialized finance and accounting services. The industry provides career and self-development opportunities with international exposure and high rewards.
21st Century Knowledge Economy Fall 07(03)DeVaris Brown
The document discusses technology trends and the importance of technology education for career opportunities and success in the 21st century knowledge economy. It notes that technology related degrees lead to significantly higher starting salaries than liberal arts degrees. While technology skills are important, the document emphasizes that education matters most and students should choose fields they are passionate about to find long-term success and fulfillment in the growing number of technology jobs.
The document defines a smart classroom as one equipped with multimedia components to enhance learning. It lists common equipment such as networked computers, projectors, screens, DVD and VCR players, and amplifiers. The advantages are that it allows simultaneous instruction of local and remote students, provides pen-based interfaces, and lets teachers control presentations. However, technical problems and lack of teacher understanding can be disadvantages. The roles of teachers are to share knowledge, abilities, and act as mediators. Tips include safeguarding equipment, handling it carefully, and logging off computers properly.
This document summarizes the results of a survey of 8 non-teaching staff members at Kirloskar Institute of Advanced Management Studies in Harihar, India. The survey aimed to understand the livelihoods of staff in categories like canteen, library, administration, security, and hospitality. Most staff have worked at the institution for over 5 years and are satisfied with their roles. Monthly incomes range from Rs. 5,000-10,000 for some to Rs. 20,000-60,000 for most. While the earnings meet family needs for some, others rely on additional income sources. The management provides some facilities but not all staff and listens to problems, though sometimes fails to solve them.
Business Information & ICT - ICT In BusinessRobbieA
Computers are used to facilitate efficient data collection, storage, retrieval, processing and output. Computer networks connect multiple computers together allowing file sharing, improved data access speeds, and information communication. Information technology encompasses technologies like computers, networks, the internet, email and multimedia systems that are used for data processing and communication.
1. The document discusses Abhi, a science student from a small town who wants to pursue engineering. It outlines the various engineering fields and top engineering colleges in India.
2. It notes that over 1,400 engineering colleges exist across India, with 8,50,000 engineering aspirants applying each year but only around 5,00,000 getting placements. However, only 15% of graduating students are qualified for jobs.
3. The document calls for more collaboration between industry, academia, students, and faculty to improve engineering education quality and make students more employable through research, innovation, and developing the right skills.
The document discusses ICT skills for teachers. It begins by introducing some key concepts and organizations that influence ICT training, such as UNESCO, INTEF, and CPR. It then outlines Spain's educational system and the region of Murcia. The rest of the document details the work of CPR Region de Murcia, including the types of courses and training they provide to teachers on various ICT skills based on frameworks from INTEF and others. It also discusses strengths and weaknesses of their current training model and possibilities for improving teacher ICT skills development in the future.
This document discusses the use of information and communication technologies (ICT) in education. It argues that ICT should be used to facilitate communication with students, motivate students by making diverse content accessible, and teach students skills needed in today's technology-dependent world. However, the core of education should be knowledge and comprehensive student training, with ICT serving as a means to educational ends rather than the focus itself. The document also notes challenges like outdated equipment, insufficient devices, and needs for improved teacher training. Overall, it advocates for strategic and coordinated use of ICT to enhance teaching and learning while avoiding overreliance on technology.
Content formats refer to the internal file structure of learning resources. Common formats include JPEG, PNG, GIF for images; MP3 for audio; PDF and RTF for documents; and PPT, SWF, and FLV for multimedia presentations. Early e-learning content was sometimes only usable on a single platform, but standards have emerged to make content portable between different systems.
This document provides information about various career options for young people in India after graduation. It discusses the process of career planning and lists five steps: self-assessment, exploring work options, narrowing options, deciding on the best option, and setting a career goal. It then describes several specific career paths like chartered accountancy, cost and management accountancy, banking, law, human resources, retail marketing, finance management, and various management fields. For each career, it discusses the required education, typical job responsibilities and duties, and ideal personality traits. The document aims to help graduates identify suitable careers and understand what is required to pursue different professional paths.
This document compares traditional and modern education. Traditional education involves an instructor teaching students in the same physical classroom, while modern education focuses on skills like science, technology, and critical thinking. Some advantages of traditional education are that it is less complicated and allows students to learn from each other, while disadvantages include passive learning and one-way communication. Modern education advantages include active learners and technology aiding learning, while disadvantages are complexity and technology dependence. Both types of education produce positive and negative student outcomes. The conclusion is that neither education type is fully better, as both have importance, but traditional education should not be neglected in favor of modern.
The document discusses career guidance and career decision making. It states that career impacts one's personal identity, life, relationships and surroundings. Career selection determines one's purpose in life, such as being successful, making money, helping others, etc. Career decision is influenced by factors like family, media, role models, personality traits, and attitudes. The document provides information on career maturity, occupational choice periods, self-exploration, developing skills, expectations from career guidance, and how personality impacts suitability for different careers in fields like science, engineering, mathematics, geology, etc. It emphasizes choosing a career based on interests, abilities, and opportunities.
The document discusses various careers in information technology, including their requirements and pros and cons. Specifically, it outlines careers in games development, hardware development, e-commerce, investment banking IT, consulting, retail IT, technology consulting, and communications services. For each career, it lists important skills, knowledge, and personality traits, as well as potential best and worst aspects of the work.
Digital learning refers to any type of learning facilitated by technology and makes effective use of instructional technology. It includes a wide range of practices like blended and virtual learning. Digital learning can transform learning by enabling surface, strategic, and deep learning. It provides benefits like collaborative learning, access to relevant curriculum, opportunities for creativity, and transparent assessments. A digital learning approach may incorporate mobile learning, personalized learning, online learning, open educational resources, and more. In the classroom, digital learning can be realized through learning by sharing and using technologies like calendars, word processors, presentation software, and maps.
Swayam: an initiative to educate onlineSumanVerma62
This presentation is about create an awareness among the people regarding the "SWAYAM". It includes description of SWAYAM and its functioning as well as procedure to register.
The document outlines technology standards for school administrators organized into 6 sections: leadership and vision, learning and teaching, productivity and professional practice, support management and operations, assessment and evaluation, and social legal and ethical issues. Each section describes key responsibilities for administrators and provides indicators and tasks to effectively integrate technology in those areas. The document was developed by Virginia's Initiative for Technology and Administrative Leadership with funding from various sources including the Bill and Melinda Gates Foundation.
This document discusses different types of web services including email, chat, and online forums. It provides definitions and explanations of each:
- Email allows electronic exchange of messages between electronic devices over computer networks like the Internet. Messages are stored on email servers until the sender and receiver connect.
- Chat refers to real-time text message communication online that aims to mimic spoken conversation. It can be one-on-one or multi-user.
- Online forums allow longer text-based discussions through posted messages organized into topics and threads. Users may need to register and log in to participate.
- In conclusion, web services allow different applications and devices to communicate over the web through standardized protocols regardless of programming languages
The document summarizes a school in Bicaz, Romania with over 500 students and 40 teachers. It promotes basic skills and each child's ability to discover themselves. The school has excellent material resources and promotes efficient relationships between teachers, students, and parents. It also emphasizes a teaching climate based on fair competition and offers important extracurricular activities with partners.
ENGLISH PRESENTATION CLASS ROOM OF THE FUTUREERUMSULAYMAN1
The document discusses the classroom of the future and how it utilizes technology. It describes smart classrooms which are equipped with computers, projectors, screens and internet access to enhance learning. Students in the future classroom will demonstrate creative and innovative thinking using technology, communicate digitally and evaluate information online. Teachers will share their knowledge and abilities and mediate the class. The classroom of the future design places students in tables to encourage collaboration and uses technology like electronic whiteboards, projectors and printers to aid the teacher.
The document discusses various career options and paths after 10th, 12th, diploma including engineering, medical, agriculture, science streams. It provides information on entrance exams for different fields, top colleges, important factors to consider for career choice like interests, aptitude. Career paths discussed include doctor, engineer, teacher, entrepreneur, roles in armed forces, civil services, etc. It emphasizes self-assessment and choosing a field that matches one's talents and values.
The document discusses how information technology (IT) has changed various industries like agriculture, manufacturing, healthcare, education and finance by making processes more efficient. It then focuses on the IT and business process management (BPM) industry in Sri Lanka, describing how it has grown rapidly to become one of the country's largest knowledge industries. Some key points made are that Sri Lanka is among the top 25 countries for IT, there are many large multinational companies operating there along with local companies, and it is well known for providing specialized finance and accounting services. The industry provides career and self-development opportunities with international exposure and high rewards.
21st Century Knowledge Economy Fall 07(03)DeVaris Brown
The document discusses technology trends and the importance of technology education for career opportunities and success in the 21st century knowledge economy. It notes that technology related degrees lead to significantly higher starting salaries than liberal arts degrees. While technology skills are important, the document emphasizes that education matters most and students should choose fields they are passionate about to find long-term success and fulfillment in the growing number of technology jobs.
21st Century Knowledge Economy Fall 07(03)DeVaris Brown
The document discusses technology trends and the importance of technology education for career opportunities and success in the 21st century knowledge economy. It notes that technology related degrees lead to significantly higher starting salaries than liberal arts degrees. While technology skills are important, the document emphasizes that education matters most and students should choose fields they are passionate about to find long-term success and fulfillment in the growing number of technology jobs.
The document provides an overview of the Digital Technologies curriculum in Australia to demystify it for teachers. It discusses how a digital economic future is inevitable and schools need to prepare students with skills like being entrepreneurial, adaptive to change, and digitally discerning. The curriculum focuses on developing skills in areas like computational thinking, design thinking, data representation, and digital systems. It differentiates Digital Technologies, which teaches specific computer science concepts, from general ICT capability. It provides examples of what ICT capability and computational thinking look like at different year levels. The goal is to provide practical opportunities for students to develop innovative solutions through design thinking and information systems knowledge.
Digital Literacy : 21st Century Student & Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
The document discusses the impact of the COVID-19 pandemic on education and career opportunities for students. It notes that 1.5 billion students worldwide have been affected by lockdowns. Universities face challenges in providing career assurance to students as the pandemic has caused projected unemployment to rise to 13% and industries lack demand. The rapid technological transformation and economic changes have made it more difficult for new students to plan their careers. The document outlines three phases to consider during and after a crisis: the impact during the crisis, the response right after, and the new normal. It discusses opportunities and challenges in emerging technologies, changing career landscapes, and skills needed for the future.
Learn-IT-Courses-in-Canada-With-checkmate-IT-Tech.pptWith in Health
Checkmate IT Tech is a leading provider of IT Courses in Canada. With a variety of courses to choose from, Checkmate helps students and professionals develop their skills in the latest technologies.
At Checkmate, we understand the challenges individuals face when learning something new. That’s why we offer courses that are tailored to each person’s individual needs. Our certified instructors provide an interactive environment that encourages collaboration and creative problem solving. All course materials have been developed by experienced professionals who have worked in the industry for many years. This ensures that our students are well-prepared for any job they seek after completing a course with us.
We are committed to providing quality education and helping our students reach their full potential.
The presentation will answer the following questions:
What is the true state of the ICT industry in Canada? What are some of the specialized skills employers looking for? How do you add these highly specialized tech skills to your knowledgebase? What technologies do I need to look out for and how do you keep pace with the changes?
This document discusses computational thinking and its importance in digital technologies and education. It notes Australia's growing skills shortage in ICT jobs and lack of students studying ICT at university. Recommendations are made to strengthen the role of ICT in the K-12 curriculum, including making it a mandatory subject through Year 10 and improving teacher training. Elements of computational thinking like algorithms and problem-solving skills are proposed for inclusion in the technologies curriculum to better prepare students for further study and careers in ICT.
The document discusses the need to develop digital skills and literacy to prepare students and the workforce for today's rapidly changing digital world. It notes that the replication of past knowledge is no longer sufficient, and that digital disruption requires new ways of working. It advocates establishing global digital literacy certification standards, such as IC3, to benchmark essential skills and ensure Nigerian graduates and workers are job-ready. The goal is to create a culture of lifelong learning and reskilling to keep pace with digital changes.
Presentation on "The National Capital Workforce and the Economic Graph" by Jonathan Lister
VP Americas, Sales Solutions, LinkedIn at the Ottawa Education and the Economy Summit with other speakers including the Governor General of Canada and Mayor of Ottawa.
The Future of Work & The Impact of IT 2019Paul Herring
This document discusses why studying digital technologies is crucial for children's future career prospects. It notes that the world is undergoing a major technology surge that is digitizing information and disrupting industries. As a result, many existing jobs will be automated in the coming years, while new jobs focused on technology will see strong growth. The document recommends that students develop skills in areas like computer science, data analysis, and digital literacy to remain employable. It emphasizes that virtually all future careers will require strong digital skills and an ability to adapt to emerging technologies.
This document summarizes a session on the computing curriculum for secondary teachers. It includes:
- An introduction from Sue Sentance on the background of the computing curriculum.
- Dan Gardner will share his experience implementing the curriculum as a teacher.
- Zoe Ross will involve the audience in a participation activity.
The document then addresses frequently asked questions about how computing replaced ICT, why computer science is important, what teachers need to teach, an overview of Computing at School which supports teachers, and where to find help.
This document discusses challenges and opportunities in the Information and Communications Technology (ICT) sector in Canada and British Columbia. It notes that by 2016 Canada will need over 106,000 ICT workers but many youth are not pursuing ICT careers as they see the field as unprofitable and unfun. The document advocates for educational reforms that cultivate 21st century skills like collaboration, problem-solving and technology proficiency to better prepare students for an economy driven by ICT.
Medium sized cities can grow, attract, retain and return tech talent by:
1) Providing places for digital workers to connect like co-working spaces and high-speed broadband.
2) Developing programs to attract local alumni back from larger cities and engage with the digital community to understand skills needs.
3) Partnering with local schools and universities to align education with the needs of digital companies and offer coding clubs and tech training events to students.
The document discusses preparing students for the digital future and age of technological disruption by focusing on developing deep learning competencies like creativity, collaboration, and critical thinking through project-based and inquiry-led learning that leverages digital tools and technologies. It provides examples of deep learning pedagogies and assessments as well as resources for professional learning around digital learning and teaching.
This document provides details about a networking event for professionals in the technology industry, including wifi login credentials, an agenda with presentations and discussions, and contact information for the event organizers. It also includes introductory information about the attendees, including demographics, common roles and industries, career progression patterns, and how far in advance technology professionals begin considering new jobs.
GetBoarded provides analytical capabilities to any organization that deals with talent and their careers. By taking in the personality and skill level basic data from their resume, we can model their career progression and identify gaps. This SAAS integration works as a career lab for the person where they get insights into their strengths and weaknesses and to the organization it provides essential indicators to help develop talent potential.
As we all make the switch to online delivery, it’s important to make the online experience as accessible as possible to all of our students. Here are some tips around how you can make that delivery work for everyone.
Presentation delivered by Laura Hutton, Forth Valley College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=heL6z_CrsP4
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Presentation delivered by Gillian Fielding & Josephine Kinsey, Blackboard at a SMUG Meet event on 4th March, 2022.
Gillian provides a brief overview of the Blackboard Ally platform followed by a live demo of Ally by Jo.
To join SMUG, subscribe to the mailing list at: www.jiscmail.ac.uk/smug
Watch the recording at: https://youtu.be/dcKyFeMaw7E
Presentation delivered by Drew McConnell, University of Glasgow at a SMUG Meet event on 4th March, 2022.
Drew McConnell then covers the University of Glasgow’s experience of using Ally in a live setting.
To join SMUG, subscribe to the mailing list at: www.jiscmail.ac.uk/smug
Watch the recording at: https://youtu.be/dcKyFeMaw7E
This session will pull together lessons learned for HMI work with colleges over the period of remote learning. It will examine the changes, and strong practices identified. This session will also be supported by Dumfries and Galloway College who developed a strong CPD programme reflecting the different levels of skill within the staff on use of technologies for remote learning.
Presentation delivered by Ian Beach, HMI, Education Scotland; Mandy Wallace & Angela Connelly, Dumfries & Galloway College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=KFxWIg45_XA
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Presentation delivered by Brian Forsyth, Glasgow Clyde College at the CDN MIS Network Event on 28-04-21. Access the presentation recording on the CDN website: www.cdn.ac.uk
Presentation delivered by Kenny Wilson, SFC, at the CDN MIS Network Event on 28-04-21. Access the presentation recording on the CDN website: www.cdn.ac.uk
New College Lanarkshire was implementing digital ID cards to replace physical cards for its 12,000 students annually. This was to address issues with producing and distributing plastic cards at the busiest time of year, which cost over £1 per card when including materials but not staff time. The college partnered with Yoti to provide a digital ID card option through their app that students could download, reducing the need to carry a physical card. Over 2,000 students utilized the digital ID card app in the first year of implementation, delighting registration staff and being cost neutral compared to physical cards. While some students preferred a physical card, the program was considered a success and will be further trialled.
This document discusses strategies for effective hybrid delivery of lessons. It begins by outlining some challenges of the hybrid model and assumptions about remote and in-person students. It then provides approaches for designing consistent lesson plans that ensure equity of experience for all students. Tips are provided for preparing the physical space and technology setup. The document gives advice for delivery, such as connecting with students and sharing the lesson plan. Potential experiences of students and lecturers in the hybrid model are also summarized based on research. Overall, the document aims to provide guidance and best practices for implementing high-quality hybrid instruction.
Are social media platforms the new Library? YouTube, Instagram and TikTok are increasingly being used as sources of teaching and learning content. Textbooks come with barely a paragraph of terms and conditions about their use. The social media platforms, however, are accompanied by seemingly never-ending terms of service, community guidelines and privacy policies. Do you read this information, does anyone at your college? Do you understand the terms "takedown", "cease and desist"? Have you/your college ever received a "Getty letter"?
This webinar will provide an introduction to the convoluted world of copyright and social media terms and conditions. Buckle up - it could be a bumpy ride!
Presentation delivered by Alan Rae, Copyright Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
A brief introduction to the National Cyber Security Centre, what we’re doing for colleges’ cyber security and opening a conversation about what else we should be doing. We’ll cover a number of (free!) NCSC products and guidance that can really help raise individual colleges’ and universities’ cyber resilience that you may or may not be aware of, and talk about our future plans.
Presentation delivered by Hannah H., NCSC, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
For many managers, there is a real challenge both in managing remotely, and having confidence about the quality of remote or online delivery. Most managers have years of experience of managing campus based learning, and have had the benefit of peer and specialist support on site. However, few managers have the experience of teaching remotely, so supporting staff and recognising good delivery is a greater challenge. This session looks at adjustments to their management approach that may be helpful, and identifies some of the key characteristics of well delivered on line activity.
Presentation delivered by Dr John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
This session is aimed at lecturers and managers in the sector with a clear focus on providing evidence-based research with pointers/tips for teaching face-to-face and online. We will also be talking about the forthcoming launch of the Pedagogy Matters podcast, which will feature interviews with key practitioners across the country to support effective delivery of the curriculum, as well as plans for future professional development materials and opportunities.
Presentation delivered by Jonny Rees, College Development Network, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=otSVEp4YE8s
This document summarizes research on blended and digital learning. It finds that blended learning can be as effective as traditional learning, though some students may struggle more online. Research shows blended learning develops independence and skills beyond the classroom. However, teaching methods often rely more on lectures than interaction. Strong design, social connection, and teaching quality are keys to student success online. Sources offer further guidance on implementing blended models.
This session is aimed at managers with responsibility for the delivery and evaluation of online learning and teaching. As a result of the Covid-19 pandemic colleges have been forced to make an abrupt shift to remote learning, often existing in makeshift offices. Join us as we examine the challenges that this new environment presents and the lessons learned thus far from approaches developed in other UK nations and further afield.
We will share our thoughts on what leaders have learned about how to manage their institution during this difficult time and how they are addressing the challenges now and anticipating those in the future. Colleagues will be invited to join the discussion, raise questions and contribute examples from their own experience.
Presentation delivered by Ian Beach, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=kG0lCuRRX2U
Presentation delivered by Kellie Mote, accessibility specialist at Jisc, as part of a webinar in partnership with College Development Network (CDN), streamed on 20th February, 2020.
Presentation delivered by Simon Hewitt, Vice Principal (Curriculum & Attainment), Dundee & Angus College at the CDN MIS Network event on 21st November, 2019.
Presentation delivered by Jason Quinn, Assistant Principal: Planning and Infomatics, New College Lanarkshire at the CDN MIS Network event on 21st November, 2019.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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5. Technology is used in every sector…
Agriculture
Financial Services
Sports & Leisure
Tourism
Retail
Energy
Hospitality
Healthcare
Creative Industries
6. • Fastest growing sector in
Scotland!
• Number of tech businesses has
increased 53% in last 5years
• Over 90,000 working in digital
technology roles
• Requires an additional 12,800
new entrants every year
Digital technologies sector is growing...
People employed in tech roles
11. Employer demand for roles?
Not all jobs in the technology sector require technology qualifications!
12. What skills are employers looking for?
Good Knowledge of
Programming Language/s
Excellent Communication Skills
Motivation & Ability to Self Learn
Analytical thinking
Passion for Technology
Problem Solving
Team work
Computational Thinking
Maths Skills
Creative Thinking
14. Pathways through study and
apprenticeships
School
Foundation
Apprenticeships
College
Modern
Apprenticeship
University
Graduate
Apprenticeship
Digital
Technologies
Profession
Transition
Training e.g.
Code Clan
Returners
Career
Changers
Graduates
18. Helpful links and resources
• Technology Careers CDP module on CDI HERE
• www.digitalworld.net – information about technology
study, retraining and careers
• www.apprenticeships.scot/digital-technology-
apprenticeships/ - info about tech apprenticeships and
vacancies
• www.digitalxtrafund.scot – information about
extracurricular tech clubs
• Research report on Scotland’s Digital Technologies
sector and jobs
• ScotlandIS map of some tech companies in Scotland
Ketty Lawrence, Digital Sector team at Skills Development Scotland
Client services at App and games developer
Technology is exploding in Scotland and bringing with it a wealth of opportunities for our young people but this is not widely known by females and their influencers.
I’m going to share information about the increasing demand for tech skills, breadth of technology careers available, routes and pathways into the sector and how we can help females and their influences to become better aware of these.
We all know that Technology in penetrating every aspect of our lives
We all interact with technologies at school and work, at home and for leisure.
In just 1minute worldwide on the internet all these interactions happen and they are all only made possible by technology.
But our use of technology is much wider than just our phones and the internet!
Our use of digital technology is accelerating rapidly and there are new innovations happening all the time. We have:
SMART fridges that can order our groceries
3D printed skin to treat burns victims in hospitals
New payment systems like contactless technology
Smart clothing, wearable technology like fitness trackers and driverless cars
There is even a SMART toilet that uses technology to measure your health by analysing your pooh!
Technology is used in every sector in Scotland! No exceptions!
In farming we have tractors that monitor soil, weather and crop yields
In hospitality and tourism we have online booking and Interactive exhibits
Financial Services –are a big employer of technology staff working in areas like online banking, new payment systems like contactless technology and cyber security.
Healthcare – We are seeing increasing amounts of technology in healthcare, technology which enables remote consultation for patients in remote areas, surgery via robotics and bionic limbs which helps people who have lost limbs.
There is also an increasing use of technology in healthcare as the more data we can collate and analyse can lead to trends being identified which can help new cures being developed and allows us to better diagnose diseases.
There is also an increasing use of data based technologies across all these sectors shown including:
- We collect data on purchasing behaviour in retail
We have sports clothing and fitness trackers that can monitor our vitals
We collect data on wind and water to assist in energy production
This shows how important digital technology skills and jobs are for ALL industries in Scotland.
Digital technology forecast to be the fastest growing sector in Scotland to 2024
The number of tech businesses has increased 53% in last 5years – that’s almost 3 times as fast as all businesses across Scotland
There are now over 90,000 people working in technology roles in Scotland – only 40% of these people work in technology companies. 60% work in other sectors such as finance, creative industries, energy and life sciences
Recent research forecasts that Scotland’s needs around 12,800 new digital technology professionals every year to cover new jobs and replace those people leaving the tech workforce due to retirement etc.
Technology employers are based across Scotland and range from start-ups and microbusinesses to multinational companies.
There are hugely diverse, operating in all different industries from software, media and banking to charities and public sector employers.
They are also located across Scotland from Ayrshire, Isle of Skye and Inverness to Moray, Aberdeen, Dundee and the Central Belt
Here are some examples:
Hollinger Scott are a Digital Communications Agency in Dumfries
Sitekit are a Digital Health company on the Isle of Skye
CompanyNET are a small company based in Edinburgh and Glasgow – they create company intranets, just like the SDS connect site.
Dogfi.sh mobile are based in Stirling – they make mobile apps
Fujitsu based in Inverness, Dundee and Edinburgh – they provide IT services to businesses and organisations.
Atos based in Moray, Dundee, Glasgow, Livingston and Edinburgh – they provide IT services to Scottish Government and Public sector
FanDuel is a fantasy sports software company based in Edinburgh.
Police Scotland, Optical Express, NHS and British Gas are good examples of traditional companies that now employ technology staff.
Dundee is a hotspot for tech businesses and tech employers
In Dundee you have big tech companies like Fujitsu and Atos as well as creative technology employers in Gaming and digital media
EG Outplay games and DC Thompson
6% of tech business located in Fife (3rd to Edinburgh and Glasgow) SDS tech report
“More than 350 businesses in the sector, employing more than 3,300 people, are currently based in Dundee and the surrounding area generating a combined annual turnover in excess of £185 million.” Johnston Carmichael,
Talks about Dundee tech innovators and tech incubators:
The guide praises Dundee Technopole for being at the centre of a community of “commercial and research excellence”.
It said Seabraes was “becoming a hub for digital media and cultural industries, incorporating both commercial and residential space.” and that the Space Technology Centre, set within the School of Computing at the University of Dundee, conducts “nationally and internationally leading research into space technology”.
It adds: “Dundee is renowned for its expertise in digital media and creative industries.
With all these companies, There are loads of jobs in digital technology – right now across Scotland – and at all levels
Monster Jobs search
This is literally just the first jobs that came up
Edinburgh, Livingston, Dundee, Stirling, Glasgow
And they are at All levels Trainee, Apprentice, Graduate, Junior, Senior – actually most are entry level in these captures
Technology jobs pay really well, higher than many other sectors. And because employers have high demand, salaries for people with technology skills are growing much faster than other types of jobs.
The average Tech salary is £37,500 vs £28,000 for Scotland. Some areas like Cyber and Data average more than Accountants and Lawyers! Because there is such huge demand for technology professionals, salaries are growing much faster than salaries across Scotland too. Salaries for Modern Apprentices also tend to be higher than average.
Money isn’t everything though.
Tech jobs are also hugely rewarding because you get to work on products and services that make a huge difference to businesses and people’s lives.
That’s important to us females!
These digital technology jobs are wide ranging and exciting
There are lots of jobs obvious areas of games development and software engineering,
new emerging areas such as cyber security, data analytics and digital healthcare which people might not have heard about.
opportunity to blend different career interests,
Someone very creative might like digital media
someone interested in helping people might think about the difference they could make to people by working in digital healthcare.
So what type of jobs do employers have? There are lots of jobs which involve technical skills like developers/programming, cyber security, technical engineers and data analysis.
But employers are also looking for project managers, customer facing people, sales and marketing professionals and designers. These roles require people who can combine an understanding of technology with softer skills like creativity, communication, team working and customer service.
Not all jobs in the technology sector require technology qualifications, but they do need people who understand how technology works.
Software designers/developers, Cyber Security professionals and Sales and Marketing staff are currently highest in demand from employers and these jobs are expected to continue to grow alongside newer areas like data analytics.
So what skills are employers looking for?
Different jobs need different skills but these are the common ones employers say are beneficial. People don't need to have all of these, but the more they can combine the more attractive a prospective employer might think they are.
Technical roles will require good maths skill and computational thinking but there is also a huge need for creativity and softer skills too.
The two top skills that employers cite the most are problem solving and teamwork. These are really important for all technology roles because the creation of new products and services requires whole teams of people. Employers often say that the softer skills can be more beneficial than the hard skills. If a young person has maths skills, computational thinking, team work and problem solving employers say they have the underlying skills to be developers and they can teach the technical skill required.
There are lots of different pathways for people to enter into the sector. A key message we want to get across is that you DO NOT need to go to university!
There are Loads of courses at Uni
And over half of female graduates move into the sector from other graduate disciplines such as business, creative subjects and sciences
Lots of opps for grads and most big companies run grad schemes
But there are lots of other routes in too
Tech Apprenticeships are expanding rapidly and now offered at Foundation, Modern and Graduate levels
FA software, hardware, digital media
MA – can lead to careers in Software Development, Hardware and systems, Cyber Security, Data Analytics and App Development.
GA in software, IT mgt for business and cyber
It’s not uncommon for females to move onto a tech Apprenticeship after already pursuing a college course in something else first
Extracurricular clubs and events are a good way to start engaging with young people (particularly girls) and help them to experience technology learning and activities. Opportunity for colleges to be involved in running these – check out DigitalXtraFund.scot
Employer also offer placements - Equate runs the careerwise placement programme for females in STEM
And internships ref FindMyPast (DC Thompson) if in the room.
There are lots of progression routes between different study and apprenticeships.
Young people can go from school (including a Foundation Apprenticeship) to college, university or on to a Modern or Graduate apprenticeship
College leavers can pursue tech via University or Apprenticeship route
Graduates from nontech disciplines, adult returners and career changers can reskill in tech via transition training such as CodeClan or online courses
Employers really supportive of these mixed pathways because they are often interested in recruiting people from STEM and other backgrounds into tech.
There are various challenges contributing to the digital technology skills gap and underrepresentation of females in the pipeline. The main ones to be aware of are:
Perceptions – many people still perceive tech to be boring and geeky, particularly girls
Careers awareness – young people and influencers lack awareness of the opportunities in digital technology. For example don’t realise there is an entire industry of jobs behind the tech they use everyday. Parents don’t realise how well paid digital technology jobs are or how rewarding.
Attracting females - The proportion of females in the digital technology workforce is declining and is only 18%. That figure is fairly consistent across the pipeline with low proportion of those studying computing science at school, college, university and technology apprenticeships being female.
Research has found that females enjoy technology but they don’t identify with it as a career.
And there are still stereotypical views held about technology being for boys which is absolutely not the case!
Women are thriving in technology roles and they are high in demand!
It’s important that we help these groups become aware of the opportunities in digital technology and high demand for people with technology skills.
Some things which helps us do this>>>
Digital World is an industry-led careers marketing campaign to raise awareness of careers in the digital technologies sector.
Challenges people to think about becoming digital makers, not just consumers of technology. We know young people don’t realise there is an entire industry behind the tech they use everyday.
Digital world aims to:
Increase awareness and change perceptions of Digital careers
Encourage uptake of technology related subjects, courses and training
Encourage females to consider technology related courses and careers
Colleges can support Digital World by helping to spread the word
We also have a CPD module for careers advisers. Currently available through CDI with a session running 4th September.
Working with the Digital Skills Partnership to take careers awareness and employer insights out more widely to college and university staff
Add slide on how we help get girls into tech by opening their eyes to career opportunities
DW feature role models in careers awareness activities – press, online campaigns, events
Marketplace - Online platform connecting schools/colleges with employers to help bring industry insight into the classroom via workshops, talks, workplace visits and placements
Run regionally by DYW
College staff Access via their MyWOW website account
SWIT – raise awareness of females in technology and celebrate role models via awards and roadshow
STEM Ambassadors – great way to involve your female technologists to help you engage in schools
Fantastic SmartSTEMs who you will hear from next!