Capability demands of digital service innovation

This chapter explores the demands that digital service innovation places on those stakeholders who use the digital service through three lenses: workers and workplace, digital literacy, and, finally, digital education. The chapter includes an overview of digital service innovation. The impact of digital services generally is explored from the perspective of the workforce and the future of work developing an argument for the need for ongoing upskilling in the digital space. The skills required in the age of digital disruption are explored, and a definition and general understanding of what digital literacy entails is presented. Finally, the opportunities for education in digital environments are explored through three vignettes which illustrate different opportunities for upskilling and retraining. The chapter highlights adaptations required in socio-political environments, education and training, and curricula to allow digital service innovations to achieve the expected benefits

The digital revolution in education: Digital citizenship and multi-literacy of mobile technology

This chapter aims to provide an outline of the digital revolution and the way that mobile devices facilitate participation in the Information age. It provides readers with a broad understanding of the key developments that have emerged over the past two decades as well as the current developments in this area. New and emerging practices relating to the use of mobile technologies for learning and their underlying drivers will be explored. The interconnectivity of applications and devices that is closely linked to concepts of multiple literacies and digital citizenship will be discussed. This brief review of the emerging technology landscape allows for greater appreciation and fuller exploitation of the potential that mobile technologies hold and provides a portrayal of its topography to enable conceptualization at a macro-level. © 2011, IGI Global

Digital Literacy in Special Education: Preparing Students for College and the Workplace

Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace