As businesses race to adopt AI, traditional hiring models are being challenged—opening the door to a more diverse and potentially more effective workforce.

A Different Kind of Competitive Advantage

As artificial intelligence continues to transform how businesses operate, a new conversation is emerging around talent—and who is best equipped to thrive in this rapidly changing environment.

According to Josh Hough, founder of home care software company CareLineLive, neurodiverse individuals may be particularly well suited to this shift.

Speaking during Neurodiversity Celebration Week, Hough highlighted that traits often associated with neurodiversity—such as pattern recognition, deep focus, and problem-solving—are becoming increasingly valuable in AI-driven workflows.

Josh Hough, founder of CareLineLive, advocates for the value of neurodiverse talent in the AI economy

Challenging Traditional Hiring Models

Hough argues that many organisations are still relying on outdated hiring frameworks.

“A lot of businesses still want people who tick every box. The reality is, people who think differently often solve problems differently.”

In an AI economy defined by constant change, adaptability and alternative thinking are becoming critical.

This marks a shift away from:

• Process-driven roles

• Standardised thinking

• Linear problem-solving

Toward a workforce that can:

• Interpret complex systems

• Identify patterns quickly

• Approach problems from new angles

Lived Experience Shapes Innovation

Hough’s perspective is shaped by his own experience.

Born with a rare muscle-weakening condition, he spent much of his early life in a wheelchair—an experience that required him to constantly adapt and rethink how to navigate everyday challenges.

“When you grow up having to do things differently, you don’t assume the standard way is the best way.”

That mindset, he says, has carried directly into how he builds and leads his company.

Building Technology Around Real-World Needs

Founded in 2014, CareLineLive develops software used by more than 700 home care providers globally, supporting over 25,000 carers.

The company focuses on improving how information flows across care systems—an area where inefficiencies can have real-world consequences.

“Too often, information doesn’t move between people in the way it should. That creates risk and wastes time.”

By prioritising clarity, communication, and accessibility, the platform reflects the same principles Hough advocates in workforce design.

Neurodiversity in an AI-Driven Workplace

As AI adoption accelerates, the nature of work is evolving.

Rather than replacing human capability, many AI systems:

• Require interpretation

• Depend on pattern recognition

• Benefit from non-linear thinking

These are areas where neurodiverse individuals may excel.

Hough believes businesses need to rethink how they define capability:

“Not everyone is going to fit a traditional mould—but that doesn’t mean they can’t be excellent at what they do.”

A Broader Shift in Workplace Thinking

The conversation around neurodiversity is moving beyond inclusion—and toward performance.

Forward-looking organisations are beginning to recognise that:

• Cognitive diversity can drive innovation

• Different thinking styles can improve outcomes

• Inclusion is not just ethical—it’s strategic

In the context of AI, this shift may become even more pronounced.

Conclusion

As the AI economy continues to evolve, so too must the way organisations think about talent.

Josh Hough’s perspective highlights a simple but powerful idea:

The future of work may belong to those who think differently.

And for businesses willing to adapt, that represents not a challenge—but a competitive advantage.

The post Rethinking Talent for the AI Economy appeared first on Tech Trends.

Gone are the days of Mad Men when catchphrases were coined to sell a single product
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Digital marketing has, without a doubt, transformed both the publishing and advertising industry. Gone are the days of Mad Men when catchphrases were coined to sell a single product. Instead, digital marketing targets customers using multiple platforms. Becoming the leader or director of a digital marketing agency is certainly an aspirational position. You take the whole agency with you to win new clients and you have to boost morale for everyone who works underneath you.

Digital marketing targets customers using multiple platforms
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Qualifications

To some extent, you will have a financial role for the agency. While account managers will keep clients happy and informed, you will be expected to win those all-important clients. Even if you don’t personally go out and win the pitch, you will be the one pulling the strings to make it happen. Therefore, the path towards becoming an agency director could always benefit from some extra education. Taking up an online course in finance could be hugely beneficial to you securing that position. This is likely to be an add-on to any other degrees you have, and so there is no need to return to full-time education. Taking an online masters in finance is an easy way of gaining such a qualification. Universities such as Suffolk University have online courses that are flexible around your schedule.

The path towards becoming an agency director could always benefit from some extra education
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Agency experience

Experience within a digital marketing or advertising agency is crucial to you being a successful agency director. Understanding who is operating beneath you, and being able to empathize with their position, will make you much more respected and valued.

Marketing can become a large echo chamber, with a lot of jargon and buzzwords being thrown around
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Don’t say what they want to hear

Don’t say what they want to hear – or it should be more like, don’t say what you think they want to hear. Marketing can become a large echo chamber, with a lot of jargon and buzzwords being thrown around for the sake of appearing to have expertise. Real expertise comes from experience – and it’s this expertise that should allow you to generate fresh approaches. While the rest of the industry may set the overall standard to some degree, there is no reason why you shouldn’t try and think outside of the box a little – maybe you will set the new benchmark.

Real expertise comes from experience
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An appreciation for technology

If there is one thing that will hold an agency back, it is a reluctance to join in with modern technological methods. Shunning modern technology and neglecting to take your time to invest in the agency, will only see you slip further behind the curve. Using modern software and systems will ensure that clients get the service they deserve and expect. It will also do wonders for boosting morale in the company. Not investing in technology can leave employees feeling as if they themselves have not been invested in.

If there is one thing that will hold an agency back, it is a reluctance to join in with modern technological methods
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Being an agency director is not an easy position. You have to appease employees and clients alike, all while taking the agency in the right direction. In order to be a successful director, you have to embrace the future of digital marketing and advertising, while thinking a little outside the echo chamber.

Not investing in technology can leave employees feeling as if they themselves have not been invested in
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Education is changing faster than ever, with new ideas, technologies and demands constantly emerging. As Artificial Intelligence continues to automate aspects and functions of various jobs, or even eliminate traditional roles altogether, different subjects and skills will be in demand or even become essential in the performance of future jobs.

The digital economy will create more roles that require a combination of technical, interpersonal and creative skills
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Identifying what these are, and making them accessible to students – regardless of their social and economic background or geographical location – is a monumental challenge that can only be overcome by making full use of technology.

Creative Skills for a Digital Economy

The digital economy will create more roles that require a combination of technical, interpersonal and creative skills, and building the foundation for this begins with studying a very broad range of subjects in school.

Breadth of understanding is often as important as depth of knowledge
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The argument for broadening the scope of what merits inclusion in the curriculum is simple yet compelling; nowadays most of us have access to the world’s knowledge via the supercomputers – i.e. smartphones – that we carry around in our pockets, yet these mountains of data are not valuable in isolation. It is the ability to creatively and proactively extract actionable insights from data – and to execute effectively on these – that will become invaluable in the digital economy jobs being created now, and for those which will be created in future.

“Breadth of understanding is often as important as depth of knowledge. Business leaders, innovators and entrepreneurs now need fluency in a broad range of subjects, and these go far beyond what has traditionally been taught at school and universities,” says John Ingram, CEO of Pamoja Education.

In order to thrive in the digital age, he argues that workers must equip themselves with a range of modular skills including areas such as coding and engineering, all the way through to language skills, sales, networking, marketing, design, and even social media influencing. This is effectively the only approach which makes sense in a world where project-based work will become ever more prevalent, and clearly delineated job titles are likely to be eliminated altogether. Fluid and flexible skillsets, coupled with an equally elastic approach, will be essential for the professional survival kit of professionals entering the workforce in the next few decades.

If we equip our young people with modular skills we will maximize their chances of not only weathering the inevitable disruption, but of thriving in it.
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Tackling the Opportunity Gap

Paradoxically, however, in spite of the fact that creative skills are an essential part of building the next generation’s professional profile, arts and creative subjects seem to be on the decline. A Recent Edge Foundation report found that in the last decade GCSE entries in creative subjects have fallen by 20%. This might be due to the additional budgetary and logistics pressures faced by schools in countries like the United Kingdom, where teacher numbers are dwindling. Schools faced with difficult choices often have to prioritize their resources, and the number and quality of specialist subjects on offer is often the first casualty. Yet Ingram believes that this is an area where technology can play an important role, helping to bridge the gap between limited resources on the one hand, and greater learning demands on the other:

“There’s no substitute for classroom teaching, but while schools struggle to find the staff to teach a full range of subjects, we should be exploring the technologies that can allow students to take courses they’d otherwise have to miss out on. Even when schools are well resourced and offer a good range of subjects, there are still often more niche subjects such as Film Studies they cannot cover which could otherwise allow students to follow their passions, stretch themselves, and grow as individuals.”Ingram explains.

So even though most education experts agree that face-to-face teaching cannot – and should not – be altogether replaced by tech-based alternatives, it is literally impossible to square the that circle without integrating technology into long-term strategies for delivering learning outcomes. In practice this means that while it isn’t feasible for schools to maintain the capacity on site to deliver every niche subject that students might want to study, they will now be able to do so.

It is the ability to creatively and proactively extract actionable insights from data – and to execute effectively on these – that will become invaluable in the digital economy
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Making Teaching Resources Go Further with Technology

“Having offered IB courses online to schools across the world for over a decade,we’ve found that online learning can broaden pupils’ digital and collaborative skills, encouraging them to carry out research, co-ordinate group work and discuss material in an online community,” continues Ingram.

Indeed, research has shown that these features benefit students’ wider education by encouraging them to take ownership of their learning process, helping prepare them for their university careers where they’ll need to study independently. That proactive mind-set then ideally carries through to the approach that those pupils will adopt in the workplace, collating and leveraging information towards accomplishing strategic tasks, projects and goals.

The next few years will mark an exponential disruptive shift towards automation, and that will present a threat to new and existing professionals across a wide range of industries
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At its heart, education is about opportunity, and online learning can potentially make crucial opportunities available to those who would not normally have access to them. This is why it is crucial that educators see technology not as a threat, but as a tool for enhancing their own pedagogical capacity.

The next few years will mark an exponential disruptive shift towards automation, and that will present a threat to new and existing professionals across a wide range of industries. Yet if we equip our young people with modular skills by enabling them to pursue a broad range of creative interests from early schooling onwards, we will maximize their chances of not only weathering this inevitable disruption, but of thriving in it.

At its heart, education is about opportunity, and online learning can potentially make crucial opportunities available to those who would not normally have access to them
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This article was originally published on IDG

Can creative #edtech help #teachers prepare #students for jobs in the #digital #economy? https://t.co/sASWwWjBrw @alicebonasio @IDGCN @CIOonline

— IDG Contributor Network (@IDGCN) May 3, 2019

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Alice Bonasio is a VR and Digital Transformation Consultant and Tech Trends’ Editor in Chief. She also regularly writes for Fast Company, Ars Technica, Quartz, Wired and others. You can follow @alicebonasio on Twitter, connect with her on LinkedIn or subscribe to her Inside VR/AR Newletter for all the latest curated immersive news.

The post Broadening Access to the Jobs of the Future appeared first on Tech Trends.

The fundamental question we should be asking children as they grow up is no longer what they want to “be” but rather what they would like to “do.” What problems are they passionate about solving, and what are the skills that will enable them to achieve their goals.

Traditional education models are at odds with this type of thinking, however, as they are still built largely around the mythology of finite goals. The concept that there are clear milestones and an eventual finishing line to learning was never ideal, but it is even more woefully inadequate in a technology-enabled world. To thrive in volatile environments, we must embrace life-long learning.

Traditional education is still built upon the mythology of finite goals
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One solution that educators are deploying to bridge that gap between traditional learning delivery systems and newer workflows and expectations, is the use of gamified learning platforms. Gamified learning is very helpful in cultivating a mind-set where problem-solving becomes a fun activity, and failure is seen as a stepping stone.

If, like myself, you’re old enough to have earned your gaming chops alongside Mario or Sonic, you’re unlikely to recall exactly how many times you “died” along the way, or exactly how you adapted your strategy incrementally after each setback. The moments when you beat that boss and rescue the princess, however, tend to stick with you.

Vice President of Education at Microsoft Anthony Salcito spoke with me during this week’s Education Exchange conference (E2 in Paris), which brought together a diverse group of educators from all over the world to discuss how best to leverage technology such as Minecraft to deliver better learning outcomes for students.

One solution that educators are deploying to bridge that gap between traditional learning delivery systems and newer workflows and expectations, is the use of gamified learning platforms
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For those unfamiliar with Minecraft, it is a game that allows players to construct 3D worlds out of textured cubes, but players must explore and gather resources in order to do so. There are individual and collaborative multi-player modes. It was originally published in 2011 before being acquired by Microsoft in 2014. To date it has sold over 121 million copies making it second only to Tetris in terms of popularity. Microsoft has since developed Minecraft: Education Edition which is used in schools and has additional pedagogical tools and functionalities.

Learning by Teaching

“When you find something joyful, you will discover that fully. I learn more from students than the people actually coding the game in Redmond, says Meenoo Rami ,Educator Advocate at Minecraft and Microsoft.

Since many students are already familiar with the platform from playing the game at home, educators are able to draw upon the student’s own expertise and to focus on the learning aspects rather than covering the mechanics of the technology itself. It also prompts situations where “expert” users mentor younger learners and also help teachers who might not be as familiar with the platform as their students, further fostering a collaborative ethos in the classroom.

When you find something joyful, you will discover that fully
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Building Modular Skillsets

Another advantage of Minecraft is that it helps to encourage a modular approach to building skillsets. When each new problem demands you to find and leverage different resources, materials and collaborations, you start to envisage those as pieces of a puzzle, for which there are multiple possible solutions. This is why LEGO and Minecraft have proven so popular and effective in those contexts, as their core design is in itself modular.

A recently published survey polled teachers across 11 countries and four continents. It revealed that students’ decision-making and communication ability were positively impacted by the time they spent playing Minecraft, and that it cultivated a creative problem-solving mind-set.

In Minecraft, starting over represents a new opportunity rather than a regrettable ordeal. Remaining calm and focusing on solving a problem is a skill that is likely to serve students well throughout their academic and professional careers.

Another advantage of Minecraft is that it helps to encourage a modular approach to building skillsets
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Growth Mind-set

Surveyed teachers reported that students using the platform were confident interacting freely during lessons, exercising agency often without prompts from teachers and overcoming challenges as teams. They found that working through the game made it easier to bridge accessibility issues, in that students with different learning styles and abilities were more easily able to find common ground, and to share what they discover in multiple formats.

Surveyed teachers reported that students using Minecraft were confident interacting freely during lessons, exercising agency often without prompts from teachers and overcoming challenges as teams.
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They also felt comfortable experimenting, and perceived failure as part of the creative learning process. This resilience and growth mind-set is very much recognized as a key desirable trait by employers, specially in innovative industries such as technology.

Paradoxically, however, the more teachers and students utilized the Minecraft platform to deliver pedagogical content and improve learning outcomes, the less emphasis they placed on the game itself. As is often the case with successful technology solutions, the measure of their success hinges on how invisible they become, allowing the content to shine through.

Social Emotional Learning

Considering how videogaming is often perceived as being socially isolating , it is somewhat surprising that one of the areas that was most dramatically improved by engagement with the Minecraft for Education platform was social and emotional learning (SEL).

A study conducted by Microsoft has shown that an increasing number of schools across the SEL, an approach that builds skills and competencies that help students be successful in school, work, and life.

In the context of K–12 education, SEL is the process through which students acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

SEL initiatives thrive when woven into subjects across the curriculum throughout the traditional school day, tackling real-world problems, or at the very least problems that “feel” real to students.

Research has shown that students exposed to SEL are better equipped to manage themselves and exhibit agency over their own academic experience, have a greater understanding of the perspectives of others and a better ability to relate effectively to them, and are able to make sound choices about personal and social decisions.

Social emotional learning comes to life when knowledge is applied to solving relevant problems, whether in the context of real-world scenarios or disguised as play. One of the best examples that Rami showed me was how students needed to leverage basic chemistry to obtain materials such as latex. This could in turn can be used to make balloons. And those balloons can be attached to the whimsical pigs that populate the game (once you manage to catch them, that is). I have a feeling that applying chemistry to make pigs fly is the sort of thing that might make a student remember what that chemical components of latex are far better than memorizing the periodic table ever could. I know the image of those floating square pigs stuck in my mind.

Social emotional learning comes to life when knowledge is applied to solving relevant problems, whether in the context of real-world scenarios or disguised as play
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Educators have the opportunity to help students develop empathy through gaming and imagine how they’d like to be treated
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Comprehensive SEL goals include developmental benchmarks across five key social and emotional competency domains, encompassing self-awareness, self-management, social awareness, relationship skills and responsible decision-making skills.

Minecraft creates opportunities for transformational learning experiences. says Dr. Michelle Zimmerman, an educational researcher who works at Renton Prep Christian School, an institution which makes extensive use of the platform in delivering its curriculum.

Educators have the opportunity to help students develop empathy through gaming and imagine how they’d like to be treated, talk through scenarios in gaming and in their personal lives, and discuss how they would do something differently (or have wanted to be treated differently), then practice those skills. Technology doesn’t impede our ability to build relationships; conversely, with regard to gaming in the classroom, it can serve to further bolster them. We know that human connection can be powerful in many settings and environments. Gaming is no exception, Zimmerman concludes.

I have a feeling that applying chemistry to make pigs fly is the sort of thing that might make a student remember what that chemical components of latex are far better than memorizing the periodic table ever could
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Educators are champions, without them we can’t do this
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It’s somewhat ironic, Salcito says, that as the world becomes ever more digital, companies like Microsoft are more than ever in need of hiring people with interpersonal skills. As artificial intelligence transforms the labour market, the importance of human skills like creativity, interpersonal understanding, and empathy becomes exponentially more valuable.

Therefore, those who can make connections and foster collaboration in globally distributed teams, who are capable of relating to, empathise with, and inspire their peers. And that valuing of so-called “soft skills” in the workplace is far from a trend that’s unique to Microsoft. Because more companies are demanding this, universities are also pivoting towards offering “mission based” degrees. In other words, you enrol in order to explore how to solve a problem rather than to “become” something.

It’s somewhat ironic that as the world becomes ever more digital, companies like Microsoft are more than ever in need of hiring people with interpersonal skills
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Stephane Cloatre, Minecraft Global Mentor who works in partnership with Microsoft, says that this flexibility also allows the platform to evolve and incorporate emerging technologies as they become more prevalent for students. Mixed Reality, which is a big focus for Microsoft’s own strategy, is a prime example of this.

Rami adds that students and teachers ask all the time about when immersive functionality will be rolled out on the platform, but for Cloatre, the pieces are in place for that to happen, since Minecraft is pretty much a 3D design platform already. It is easy to see how that could actually become quite an exciting avenue in future, as immersive tech becomes pervasive it will require lot of fresh talent and skilled professionals to develop the ecosystem to its full potential.

Yet none of this, Salcito stresses, can happen without proactive educators leveraging the platform to appropriately support learning outcomes for students. “Educators are champions, without them we can’t do this,” he concludes.

This article was originally published on IDG Connect

Is #Minecraft the future of #education? – https://t.co/ErwDgvXk7Q @alicebonasio @IDGCN @CIOonline#edtech

— IDG Contributor Network (@IDGCN) April 8, 2019

Tech Trends offers a broad range of Digital Consultancy services to guide companies, individuals and brands in effectively leveraging existing and emerging technologies in their business strategy.

Alice Bonasio is a VR and Digital Transformation Consultant and Tech Trends’ Editor in Chief. She also regularly writes for Fast Company, Ars Technica, Quartz, Wired and others. You can follow @alicebonasio on Twitter, connect with her on LinkedIn or subscribe to her Inside VR/AR Newletter for all the latest curated immersive news.  

The post Building the Future of Education appeared first on Tech Trends.

By Katherine Lutz

Technology has become integral to pretty much every industry at this point, whether it be technology, medicine, law, farming, education or anything in between. This means that computer science and other tech skills are more vital to possess than ever before.

Even if a student has no interest in going into computer science as a career field, coding can be immensely beneficial in their development. Here are three reasons why:

1 – Promoting Useful Skills

One of the best and most useful things about coding is that it comes with a number of other useful skills as well.

The nature of coding project requires a great deal of creativity and problem-solving. Creating code for things like games or web pages is a lot like putting together a puzzle or structuring sentences in a language, so it stretches the creativity muscles quite a bit.

Additionally, the project-based nature of coding promotes a great deal of discipline and dedication. Finishing a coding project is a lot like mastering a song on the piano or successfully completing an essay in a foreign language: a lot of patience and determination is needed, but it feels incredibly rewarding.

For projects that may require more than one individual to complete efficiently, teamwork and communication can also be built up.

Lastly, coding really helps students learn how to think critically and more outside of the box. Just like how coding develops creativity and problem-solving, it pushes students to explore dynamic solutions to the things they come across. While this skill will obviously help them develop higher level coding skills as they go along, the ability to think critically will absolutely spread to other areas of their life and help them in pretty much any subject they encounter in the future.

2 – Aiding Motivation

It can be hard to find motivation at any age, but students often have particular difficulty since they are still developing good habits and figuring out how to productively harness their energy. For instance, if a student feels that their surroundings (teachers, the school system, negative home life, etc.) are responsible for the outcomes of their efforts, it is much more likely for them to struggle to maintain motivation.

Alternatively, if they feel more in control of the way things turn out (practice leading to more successful soccer games, studying resulting in better test grades, etc.), they will feel more motivated to bring about those positive results.

One of the ways to bring about motivation after knowing this is to give them more access to project-based activities instead of tedious, smaller assignments and responsibilities. If a student is tackling a project, they are pushed to be more organized and in charge of the way the project and goals are broken up. If students are exposed to these long-term assignments that require more dedication and investment earlier on, they are more likely to secure solid and regular motivational skills that can help them later in life in just about any area.

2 – Helping Build a Successful Career

For students who are interested in computer science (or those who are still searching for a career path), it’s great to realize just how secure jobs in that field can be. By 2020, there will be an anticipated one million positions open in the U.S. tech industry. Even outside of the tech industry, computer science and coding skills are needed across the board in every industry from medicine, education, farming, law, business and everything in between.

As of 2017, the median annual salary of software developers was around $103,000. In terms of hourly pay, the median rested around $50/hr.

“The upcoming generations are some of the most competitive that we have ever seen. Luckily, it’s no longer a secret that technology and the skills that come along with it are more needed than ever, giving an easy way to give students an edge when entering the job market. Solid computer science skills make for the easiest path to a middle or upper-class lifestyle, and starting students as soon as possible is critical,” says David Dodge, CEO of Codakid,

It’s easy for any parent, teacher or even students themselves to feel anxiety about the approaching job hunt. Whether that search is years away or just on the horizon, it’s best to make sure they are as prepared as they can be to chase and develop a fulfilling and fruitful career when the time comes. Though coding may not even be on the list of skills you want to develop in your students, it’s absolutely something to look into. While it seems like a niche skill that only older students might even find interest in, it is excellent for the promotion of basic useful skills, motivation and the foundation of a successful career for all age groups.

The post 3 Reasons Students Should Learn to Code appeared first on Tech Trends.

If ever there was an example that to me encapsulates how one individual, empowered by knowledge and technology, can make a real difference to the lives of so many others, it’s the company founded by my friend Müjde Esin, who I first met in London just after she graduated from her MA and had set up KizCode in 2015.

KizCode is a social enterprise that seeks to empower girls and young women in ethnic minority groups and disadvantaged communities using digital education technologies and pedagogies that involve making and playing.

The project, Müjde explains, also crucially addresses the wellbeing and mental health of those girls, something which she feels is often overlooked, but is key in a addressing the issue of gender equality and access to opportunities for women in tech.

KizCode has so far received several awards: in 2016 it was recognised by the UK Home Office in England for its contribution to Social Enterprise. Müjde was awarded the 2018 the Women Social Entrepreneur of the year in Turkey and she also received Microsoft’s Women Leaders of Technology award as the most successful Woman Educator in 2017. KizCode is currently collaborating with Koc Holding and Arcelik in Turkey to empower girls in underprivileged communities.

Müjde Esin from @kizcode is one of the finalists for the ninth annual FDM everywoman in Technology Awards @everywomanUK #ewTechAwards #womendotech #techshecan
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Adding to that, Müjde herself has just been nominated as one of the finalists for the ninth annual FDM everywoman in Technology Awards. The International Inspiration Award is given to an individual in recognition of their active commitment to encouraging, advancing, sponsoring or championing the progress of women working in technology. The winners will be announced at a ceremony in London on March 6^th.

The judges @everywomanUK Awards were united in their admiration and respect for the achievement of this year’s finalists. Congratulations to @mujdesin
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Taking place to celebrate International Women’s Day, the awards are a timely reminder that only 15% of people working in STEM roles in the UK are female and just 5% of leadership positions in the tech industry are held by women. The 2019 awards programme’s rally cry is “Achieve, Elevate and Inspire” and this year’s finalists, whilst diverse in many ways, all have something in common – they do just that.

“The judges were united in their admiration and respect for the achievement of this year’s finalists,” says Maxine Benson MBE, Co-Founder of everywoman. Without question, each of them has the ability to inspire more women and girls into a career in technology. Research by PWC shows that there could be a £180billion boost to UK GDP just by increasing female employment rates. This shows just how valuable female talent is and why this programme is so important in ensuring that more women enter the industry.

@mujdesin collaborates with companies in Turkey and the UK, as well as Turkey’s Education Minister, to deliver computer-coding workshops to girls
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“I grew up in a patriarchal and conservative society and have experienced the reality of girls being discouraged from learning and in engaging in creative practice. While I learned technology skills by myself mostly while I was at university – and with some help from friends – I realised how other girls and young women in a similar situation would benefit from being taught such skills. Technology is at the heart of future developments in society, the economy and international relations. For me it has been an amazing journey to be in Tech as I can say that what I have achieved has been directly as a result of my interest in technology and coding.”

This is what spurred her on to set up her social enterprise to address the issue of gender imbalance in the technology sector by providing training to girls and young women in underprivileged communities in Turkey and Africa.

“I collaborate with companies in Turkey and the UK, as well as Turkey’s Education Minister, to deliver computer-coding workshops to girls and young women. The workshops – which over the past three years have reached over 2000 girls – aim to give them the skills they need to gain financial independence,” she explains. “I am very proud of our workshops participants. Two girls from an underprivileged community in Turkey, after completing my KizCode workshops, were inspired to continue working on their own projects, which they won a prize for. Both are now pursuing a career in the tech industry.”

Her work focuses on diversity and girls’ education, addressing culture from an internal perspective in migrant and minority group communities, and she also provides consultancy services leveraging that expertise to companies looking to address such issues internally.

KizCode is a social enterprise that seeks to empower girls and young women in ethnic minority groups and disadvantaged communities using digital education technologies
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So what’s next for Müjde and KizCode?

“I would like to see gender balance in the technology sector and make education facilities and technologies more accessible to girls in underprivileged societies,” she tells me, adding that KizCode has managed to become a ‘bridge’ between England and Turkey. “We are going to start a new project in Istanbul in collaboration with the Mayor; the project is called ‘KizCode Digital Skills Institute’ and it aims to give high technology skills to young women and improve diversity in the tech industry.”

I know without a shadow of a doubt that Müjde has the grit and determination to achieve all this and much more in the coming years, and look forward to cheering her on as she does.

There’s some serious ROI from investing in the future generation’s digital skills, and enabling entrepreneurs that make a real difference
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The best mentorships are the ones where you become lifelong friends, and also where the mentor learns at least as much (if not more) than what she teaches. Both are true of my relationship with Müjde, and I wish her many more well deserved awards and recognition, as well as a big fat load of investment at some point that will allow her to scale like crazy. Because there’s some serious ROI – in every sense – from investing in the future generation’s digital skills, and in enabling entrepreneurs that make a real difference.

For companies looking to get into Immersive technologies our VR Consultancy service offers comprehensive support in strategic deployment of Virtual, Augmented and Mixed Reality

Alice Bonasio is a VR Consultant and Tech Trends’ Editor in Chief. She also regularly writes for Fast Company, Ars Technica, Quartz, Wired and others. Connect with her on LinkedIn and follow @alicebonasio on Twitter.

The post Tech Making the World a Better Place appeared first on Tech Trends.

In 2018, millions of people used Pluralsight to learn and update their digital skills, and the site has compiled a list of the most popular ones

“2019 promises to be another year where software dominates the tech and IT landscape, so knowing which languages and programs are coming out on top is useful to both companies trying to keep up with competition as well as developers to stay relevant in a highly competitive jobs market.”

Top 10 most popular software development technologies in 2018:

1. JavaScript
2. Java
3. HTML
4. C
5. Git
6. C++
7. Python
8. CSS
9. Blockchain
10. SQL

The more things change in the world of software, the more they remain the same
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“Pluralsight platform usage in 2018 shows that the more things change in the world of software, the more they stay the same. Java, C++, SQL and HTML are annual staples on our top 10 lists because they are the bedrock of modern business,” says Sean Farrington, SVP EMEA at Pluralsight. “These are the languages that organisations have relied upon from inception and the vast majority of what today’s users experience is this code. These four heavyweights power everything from simple websites to the complex, rich web applications,” he explains.

In 2018, millions of people used Pluralsight to learn and update their digital skills, and the site has compiled a list of the most popular ones
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Highest growth software development technologies:

1. Svelte
2. Apple MDM
3. Jest
4. Kotlin
5. Dart
6. Microsoft Powerapps
7. Microsoft Flow
8. Oracle Cloud Platform
9. Apache Knox Gateway
10. Apache Nifi

Java, C++, SQL and HTML are the languages that organisations have relied upon from inception and the vast majority of what today’s users experience is this code
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“Svelte, Jest and Kotlin’s growing popularity underscores the importance of JavaScript to modern programmers. It goes without saying that the ubiquity, flexibility and extensibility of JavaScript will make it one of the most important programming languages of the century. “What surprised us this year, is that Microsoft Flow and PowerApps feature so highly. They are both fundamental to a growing trend that empowers non-programmers to create automations that often go on to become mission-critical to a business. If you think back on how important Microsoft Access was to business in the 1990s, it’s easy to draw a parallel to these two new technologies that are quietly enabling innovation and self-service at every level of a modern organisation.

These four heavyweights power everything from simple websites to complex, rich web applications
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Pluralsight also allows users to test their knowledge on any given topic and last year over 1 million of these assessments were taken. The top 5 were:

1. Javascript
2. C#
3. Python
4. Java
5. HTML

The ubiquity, flexibility and extensibility of JavaScript will make it one of the most important programming languages of the century
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“If past is prologue, 2019 will follow a similar pattern to 2018. However, enterprises should keep in mind that if you always do what you’ve always done, you’ll always get what you’ve always got. Organisations wanting to stand out from the competition should certainly test the waters with new approaches to software development. It could be the difference between success and failure in the year ahead,” Farrington concludes.

Check out the Infographic below for the highlights!

Microsoft Flow and PowerApps are fundamental to a growing trend that empowers non-programmers to create automations that often go on to become mission-critical to a business
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Organisations wanting to stand out from the competition should certainly test the waters with new approaches to software development
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Alice Bonasio is a VR Consultant and Tech Trends’ Editor in Chief. She also regularly writes for Fast Company, Ars Technica, Quartz, Wired and others. Connect with her on LinkedIn and follow @alicebonasio on Twitter.

The post Infographic: Top Coding Languages to learn in 2019 appeared first on Tech Trends.

Youth who have experienced conflict often have big dreams for jobs, but they can’t know what those roles actually entail, because they lack role models they can relate to, and there are few – if any opportunities for actual work experience. So they get into a role without full context and often are disappointed and suffer mental health challenges / depression as a result of the employability options they face.

This is what Nada Ibrahim Hassan Hussen dreams of changing through technology skills training and a VR platform that she’s in the early stages of developing. Hussen is Programmes Manager at Athar, a non-profit organization based in Rusifeh, Jordan (a sub-grantee of Mercy Corps). Athar works on developing young people’s resilience to conflict through giving them technology skills in partnership with training platform Pluralsight as a path to better employment.

Youth who have experienced conflict often have big dreams for jobs, but they can’t know what those roles actually entail, because they lack role models they can relate to
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Nada is an exceptional young woman and a role model for young people, and specially young girls
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She started exploring the idea of using VR to give those youths a preview of roles so they can see what lie ahead, understand the options available to them in different industries, and generally help cast a (better) view of their future.

Hussen says that when she was growing up she wanted to be a doctor, but a passion for gaming – she still remembers playing Mario on an Atari console – eventually turned her towards technology and a desire to work with children and help them realise their dreams. Athar, in Arabic, means “the impact” and that’s what Nada wants to achieve by creating a safe and inclusive space where young people are free to dream.

Athar, in Arabic, means the impact, and that’s what Nada wants to achieve by creating a safe and inclusive space where young people are free to dream
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“Nada is a Palestinian refugee who has devoted her work and career to youth development at this small NGO. She has had to work incredibly hard and overcome all sorts of barriers around gender, ethnicity, economic limitations, etc. to gain an education and to become a leader in this community. She now wants to enable other youths to achieve the same,” says Lindsey Kneuven, Head of Social Impact at Pluralsight.

Nada is a Palestinian refugee who has devoted her work and career to youth development at this small NGO
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Many adolescents don’t qualify for NGO programming because funding is focused on children, yet they are amongst the most vulnerable. And she’s done this in a place where there is no precedent for VR – she found the technology solution that would enable her to solve for the need she has identified in her community and now she is investing in teaching herself the technology and building the skills she needs to make it a reality by studying on the Pluralsight platform (which offers courses in tools such as Unity) in her own time.

Many adolescents don't qualify for NGO programming because funding is focused on children, yet they are amongst the most vulnerable
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“Nada is an exceptional young woman and a role model for young people, and specially young girls. Through Pluralsight One (Pluralsights social responsibility initiative) she is unlocking technology skills and building towards her VR solution,” Kneuven explains. “Not only does Nada develop and implement programming for young people, but she does it all with a focus on psychosocial support, such as helping youth overcome trauma tied to genocide, abuse so that they can productively engage in their educational development, avoid being absorbed into conflict and extremism.”

“My dream is to create a VR solution that helps youth see their future in a place where role models and jobs are so scarce,” says Hussen. “I want to use technology to help youth to overcome poverty and to explore a new tool to create a new chances for employment, exploring our identity for the world as we see it, not as people in the outside world see us.” Technology can transform the world, it can open doors, so it’s important to democratize technology so that we can find and take advantage of new opportunities that are out there in the world.

This article was originally published on VRScout

Non-Profit ‘Athar’ Is Developing VR Employment Education For Jordan Youth via @alicebonasio https://t.co/uTGgJrurL1 pic.twitter.com/IeFG7f9s65

— VRScout (@VRScout) November 6, 2018

Want to leverage Augmented, Virtual and Mixed Reality to take your brand to the next level? Tech Trends offers comprehensive Immersive Technologies Consultancy to help you get there.

Alice Bonasio is a VR and Digital Transformation Consultant and Tech Trends’ Editor in Chief. She also regularly writes for Fast Company, Ars Technica, Quartz, Wired and others. Connect with her on LinkedIn and follow @alicebonasio on Twitter.

The post Flying with Virtual Wings appeared first on Tech Trends.

Tech Trends looks for some positive stories to celebrate Ada Lovelace Day and mark #IDG2018.

It’s easy to look at the state of affairs in the world today and despair that we’ll ever live to see a world of gender equality, or even one where girls don’t grow up feeling like fear, abuse and mockery are their rightful lot in life.

Yet in today’s business climate, companies need a dynamic and diverse workforce more than ever. Those who do not champion equal representation are missing out on a big opportunity to maintain their competitive edge and outperform their peers.

It’s easy to look at the state of affairs in the world today and despair that we’ll ever live to see a world of gender equality
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Which makes this year’s International Day of the Girl Child theme – “With Her: A Skilled Girlforce” – so appropriate. It is based on the paradox between the need for educated and skilled workers in the future and the number of young women in employment, training or education, drawing attention and investment for girls to gain those skills, experience and employment.

Women are consistently underrepresented in the science and technology fields, making up only 15 per cent of the workforce in research. Factors such as implicit and explicit biases, lack of role models and quality mentoring all have an impact on the number of women applying for roles in STEM. The growth in the number of female graduates was just 3.1 per cent between 2015/2016 and 2016/2017, whereas the growth in male graduates was 9 per cent.

“Across STEM, the gender imbalance remains intolerably high. Women are being overlooked for appointment to senior positions and this is having a detrimental impact on the next generation of talent to lead technological innovation. The absence of appropriate role models for girls leads to a lack of confidence in their ability, and inevitably, causes bright and talented individuals to turn their backs on promising careers in technology,” says Lindsey Kneuven, Head of Social Impact at Pluralsight.

Now is the time for women to use this momentum to press for equal footing across science and technology, she adds. “It’s the twenty-first century and barriers to employment — whether it’s gender identity, ethnicity, sexual orientation, age or physical ability — should not exist.”

Kneuven believes that girls have the power to create freedom, equality and opportunity around the globe. But in order to get there, we must open up the technology skills learning that will deliver significant, lasting social impact.

“Women and girls of all ages and all circumstances have the right to thrive through equal access to education. And in today’s digital world, this means learning how to harness technology to deliver the progress that will create a better future for us all.”

On some levels there do appear to be encouraging signs: According to the latest findings from UCAS, women in the UK are 35% more likely to go to university; there are 66,840 more women now on degree courses than men, compared with 34,035 in 2007. Women attending uni outnumber men in 112 of a total of 180 subjects including psychology (81.7%), social work (88.3%) and academic studies (88.7%). Nursing remains the most female-dominated subject with 90.5% female students in 2017.

Women are consistently underrepresented in the science and technology fields, making up only 15 per cent of the workforce in research
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Yet there is still a very long way to go. The 2017 WES survey found that only 11% of the engineering workforce is female (although this was up from an even more appalling 9% in 2015). There has also been some progress according to some recent research by  Fresh Student Living which found that women currently make up 47% of employees in some STEM subjects, with a quarter of the jobs in mathematical sciences and 13% in engineering positions, as the infographic below shows.

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When Microsoft surveyed 11,500 women between the ages of 11 and 30 in 12 countries across Europe about their attitudes to STEM, it found that although many were interested in the subject early on, they tended to lose interest by the age of 15, highlighting the importance of providing hands-on experience and female role models in primary and high school.

“Unfortunately, there is a self-perpetuating cycle whereby women are put off by a career in technology that is seen to be too male dominated an industry. The resulting impact is a lack of women applying and forging a career in a sector that has so much to offer,” says Laurie Presswood, an intern working in the corporate legal team at Dell Technologies. She believes it is vital that the industry addresses its gender imbalance and puts practices in place to encourage women to develop their careers in technology.

“A huge number of my male friends went into IT jobs after studying computing, but not one of my female friends took the same path. It wasn’t until a family member discussed their experience as a woman working within the technology industry that I started to consider the number of different roles open to me.”

That change, she adds, needs to come from the very top, and she points to the example of her own CEO Michael Dell, who is part of the Catalyst CEO Champions for Change, striving for gender equality and inclusion in the workplace.

 

“Working for a business like this that truly values its female staff is helping to slowly change the perception of women working in tech,” Presswood believes.

Meanwhile, many other organizations are pioneering programmes specifically aimed at addressing those enduring imbalances for the next generation of girls.

Launched in 2009 by the Clinton Global Initiative, G(irls)20 aims to place young women at the centre of decision- making processes. through programs which make strategic investment in them through education and training, building networks, and access to opportunity both at home and abroad.

Only 11% of the engineering workforce is female
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Launched in 2009 by the Clinton Global Initiative, G(irls)20 aims to place young women at the centre of decision- making processes
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G(irls)20 works in partnership with over 50 organizations, selecting applicants who show leadership, analytical skills, and the ability to create innovative solutions to the economic challenges facing the world. It envisions a world in which women and girls are able to participate fully in the economic growth, political stability and social innovations of their countries.

These initiatives include the annual G(irls)20 Global Summit which happens this weekend. Two of the extraordinary group of 20 young women chosen to represent their countries at the global summit are:

Diana Voutyrakou

Diana, is a Electrical Engineering and Computer Science student. She focuses on the fields of Robotics and Biomedical Engineering and already has achieved her first scientific publication. Diana holds several awards from National and International Robotics Competitions, as well as an Olympic Distinction. Currently, she is working as an Educational Robotics instructor of school teams, participating in national and international robotic contests, which require knowledge of physics, mathematics, and programming principles. In addition, Diana is the founder and general manager of Unique Minds, a non-profit (NPO) whose purpose is to assist students and young adults to identify and follow their ideal academic path. She has been awarded twice as Greek Women of the Year between 18-23 years old.

Zeynep Gulin Boncu

Zeynep is a Electrical and Electronics student at one of the best university in Turkey. She is passionate about engineering coming from an engineering family, and has been part of global projects for over 10 years. Together with her family, Zeynep’s started with her Comenius project which hosted an Italian and two Indian girls. She has been a volunteer in AIESEC for 6 months and has recently been approved for a volunteer project on marketing and management in Brazil.

A related G(irls)20 Girls initiative is Girls on Boards, which invests in changing the status quo for women at decision-making tables in communities across Canada. And speaking of girls on boards, change is not all about grand global movements. There’s a huge role that grassroots initiatives can play, and every individual has the power to make a difference, as I found when I met the amazing folks at Board of this at a recent event hosted by Skullcandy in London.

We just have to do what works, and whatever it takes so that our daughters and granddaughters don’t also grow up in a world of #Metoo
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This creative start-up – headed by skateboard engineer and designer/maker Ash Baigent and illustrator/artist Rae Smith – uses creativity and skating as tools for empowerment and unity, shining a light on issues such as female empowerment and mental health.

“Our mission is to bring people together from all walks of life and our workshops provide a platform for discussing issues that often divide people – allowing them to express themselves in new ways, explore their creativity and give themselves permission to communicate within a friendly, supportive and open atmosphere,” Ash and Rae told us.

As one of the girls who attended a recent workshop recounts, she loved the concept of ‘reclaiming the skateboard’.

“I now feel more confident to learn skateboarding, and I’m inspired by the growing community of female skaters. The more female skaters can get together, the more empowered we will feel,” she says, proving that there isn’t one magic formula for supporting girls and give them the confidence to achieve their goals and dreams. We just have to do what works, and whatever it takes so that our daughters and granddaughters don’t also grow up in a world of #Metoo

“For this year’s International Day of the Girl, I hope that women around the world will begin to look at STEM careers as an area where their skills and personalities are as appreciated and valued as men’s,” concludes Presswood.

We can only hope. And fight. And VOTE. Because this, is not OK.

2 out of 3 girls in the UK have been sexually harassed in public.

It’s not a compliment. It’s not part of growing up. It’s not ok.

Retweet to join us and say #ISayItsNotOK > https://t.co/zN7QBpNF37 #DayoftheGirl #IDG2018 pic.twitter.com/cQqi7hNJ1H

— PlanInternational UK (@PlanUK) October 8, 2018

Alice Bonasio is a VR and Digital Transformation Consultant and Tech Trends’ Editor in Chief. She also regularly writes for Fast Company, Ars Technica, Quartz, Wired and others. Connect with her on LinkedIn and follow @alicebonasio on Twitter.

The post Celebrating Girls in Tech appeared first on Tech Trends.

Balancing Old School networks with new school technology is a challenge crucial to the future success of our EdTech systems.

By Pete Hannah, Head of Channel UK&I at Zyxel

Academies and secondary schools are no longer just places of teaching and learning. The classroom and campus environment is immersive and interactive, with students and teachers expecting to readily and reliably connect to the school network, during and after the school day.

The focus on technology to supplement traditional teaching methods has risen dramatically over the past 10 years. Indeed, recent research by the British Educational Suppliers Association (BESA) found that the demand for EdTech solutions in secondary schools is higher than that in primary schools, with significantly more demand for classroom content (39%), training (35%) and assessment (28%).

The classroom and campus environment is immersive and interactive
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In addition to the vital role that technology plays in enhancing learning, students are also expecting the school environment to support their personal use of technology, which is so intrinsic to their lives. As such, schools are experiencing a surge of personal devices connecting to the network at 8.30am, as students arrive on campus, and again at the end of the day when they check their social media accounts.

But while the demand for and value of technology in the classroom (and beyond) is not in question, secondary schools still find themselves struggling to deliver consistent and secure service for students and teachers, due to IT networks which are not fit for purpose.

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The focus on technology to supplement traditional teaching methods has risen dramatically over the past 10 years
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Daily demands

Initially designed to support a few PCs and printers, school networks have had to continually adapt to cope with internal and external pressures, including the introduction of smartboards, streaming and interactive multi-media, in-class tablets, and the influx of BYOD – to name just a few. It’s estimated that 86% of 12 to 15-year-olds in the UK regularly use mobile phones, compared to 69% in 2014. That’s almost nine in 10 students all wanting to connect to the network, once on the school campus.

Students now expect the school environment to support their personal use of technology
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This steady rise in the use of personal devices by students, combined with the reliance on technology for teaching is putting a huge strain on the network, with many schools simply unable to adapt their infrastructure quickly enough to manage the ever-changing demands.

Initially designed to support a few PCs and printers, school networks have had to continually adapt to cope with internal and external pressures
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Fast fix

For many, the solution has been to add more access points and WiFi routers around the campus, and in classroom and communal areas such as cafeterias and the library. But access points alone won’t be able to deal with the peaks and troughs which plague the network. Only by understanding the demands and being able to better manage access will schools ensure a quality of service, no matter what is thrown at the network.

The rise in the use of personal devices by students combined with the reliance on technology for teaching places huge strain on school networks
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Secondary schools can have just as many users on the network as small enterprises. But in a learning environment, huge numbers of people all need to connect simultaneously. For example, if students can’t get online during a lesson, they could find themselves unable to access resources when needed, which will impact the ability for teachers to teach. Different groups of people also need to access the network at different times of day, for multiple reasons, requiring flexible bandwidth capacity, and access to critical online systems while on and off campus. If the network isn’t prepared to cope with this level of usage, it will collapse and have a detrimental effect on learning and campus life.

Along with the sheer volume of users, the security of the network is also at increased risk. More connections increase the points of vulnerability for the school, leaving it more open to breaches or viruses entering and impacting the network.

Secondary schools can have as many users on the network as enterprises
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Whilst it is not uncommon for secondary schools to have a dedicated IT or network manager, their remit is often very broad – covering everything from ordering printer toner to fixing laptops, and everything in between. Keeping on top of the needs of the network, from access to security, along with managing day-to-day IT pressures can be difficult. Resources and budgets are often tight which can mean that full network visibility is often not an option and that upgrades and fixes are reactive and deal with short term requirements rather than planning for the long-term.

The strain on bandwidth will ultimately impact a teacher’s ability to teach
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Future proofing the network

The strain on bandwidth will ultimately impact a teacher’s ability to teach, which should be the first priority for the network. It is therefore vital that schools ensure that network users experience a high-level of service and pose low levels of risk. With technology integral to teaching and a core part of students’ social interactions, the demands on the underlying infrastructure that make it all possible are only going to continue.

So, what’s the answer? Networks that are flexible, future proofed and easy to manage. Schools require a fast, secure and stable WiFi service to ensure high teaching standards, but this can be a challenge to manage around other IT pressures.

The ability to power off (or down) elements of the network when necessary, will help save electricity and reduce unnecessary running costs
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To manage peaks and troughs in usage and deliver current and future technology requirements in the most stable and secure way, the following elements should be the foundation of every school’s IT network strategy:

• Clear visibility and understanding of pressure points. Knowing what access points and areas of the campus are under strain and at what time of day will help the IT team to make provision for peaks and troughs in usage, without second guessing where and when demand is most prevalent.
• Centralised and remote management capabilities. This will make it easy to react to network traffic jams, by managing bottle necks and boosting access to optimise the digital learning experience, and make performance enhancements where it’s needed most, e.g. lecture theatres and public areas.
• Secure and resilient access. Security controls are essential to help mitigate threats to the network and ensure the best user experience. Automated controls make it easy to filter content and restrict access as necessary. Segmenting the network will also ensure it remains secure, no matter who is accessing it.
• Classroom mode. Although a school environment needs to cope with numerous users, the demands will be different from that of a similar sized enterprise. Any networking solution needs to cope with peaks and troughs in usage and the specific demands of school life, from teachers and students, through to the needs of visitors accessing the network. There is no one size fits all approach to securing the school network.
• Energy efficiency. Schools are under immense pressure to do more with dwindling budgets and stretch resources even further. Powering the network can be a cost drain. Although it might sound like a drop in the ocean, the ability to power off (or down) elements of the network when necessary, will help save electricity and reduce unnecessary running costs.

There is no one size fits all approach for securing the school network
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By focusing on these areas, academies and secondary schools can ensure that technology continues to successfully underpin life and learning, rather than undermine schools’ efforts to enhance the environment for teachers and students.

Alice Bonasio is a VR and Digital Transformation Consultant and Tech Trends’ Editor in Chief. She also regularly writes for Fast Company, Ars Technica, Quartz, Wired and others. Connect with her on LinkedIn and follow @alicebonasio on Twitter.

The post Expert View: Tech in the Classroom appeared first on Tech Trends.