Technology Skills/Digital Literacy - PA Secondary Transition

What are Technology Skills?

Technology-based competencies imparted to students through guided experiences via key stakeholders, which are essential for both general workplace success and specific job functions.

Technology skills include navigating digital tools used in various industries and managing tasks through online platforms. When embedded within work-based learning experiences, these technology skills become more meaningful and transferable.

Research shows that students who develop such skills through real-world, on-the-job experiences are more likely to achieve and maintain employment after graduation. Technology instruction should be directly tied to students’ measurable post-school goals and adjusted regularly based on their progress and evolving needs.

What are the Core Components of Technology Skills?

Students being able to effectively and safely utilize current technology in school, at home, in the workplace, and/or in the community to:

Digital Consumption

Consume information through digital media (e.g., text, video, audio, etc.).

Digital Creation

Create information through digital media

Digital Communication

Communicate information through digital media

How Do Technology Skills Impact Outcomes Related to IEP Transition Goals?

Students who learn to use email, calendars, and productivity software (e.g., Microsoft Office, Google Workspace) are better equipped to meet employer expectations.
Digital literacy enables students to search and apply for jobs online, complete onboarding, and participate in virtual training programs.

Citation

Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160–181.
Office of Disability Employment Policy (ODEP). (n.d.). Skills to Pay the Bills: Mastering Soft Skills for Workplace Success. Retrieved from: https://www.dol.gov/odep/topics/youth/softskills/

Students who can use learning management systems (e.g., Canvas, Blackboard) are more independent in accessing assignments and submitting coursework.
Email, video conferencing, and calendar apps help students stay connected with instructors and schedule services with campus disability offices

Citation

Newman, L. A., Wagner, M., Cameto, R., & Knokey, A. M. (2009). The post-high school outcomes of youth with disabilities up to 4 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2). Retrieved from: https://ies.ed.gov/ncser/pubs/20093017/
Smith, F. G. (2017). Digital literacy and higher education. Journal of Learning and Teaching in Digital Age, 2(1), 1–6.

Using smartphone apps for budgeting, medication reminders, or public transportation increases student independence.
Online tools for meal planning, grocery delivery, and digital banking make daily living tasks more manageable.

Citation

Bouck, E. C., & Joshi, G. S. (2015). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 30(4), 209–221.
Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131–144.

Technology Skills That Open Doors

In today’s digital world, mastering technology isn’t just a skill; it’s a key to independence and opportunity. For students with disabilities, gaining confidence with digital tools empowers them to navigate education, work, and daily life with greater ease. Through guided, real-world experiences, technology skills become more than just knowledge; they become bridges to meaningful careers and fulfilling lives.