Digital technology cannot be ignored.
Globally today, not only is there a huge demand for digital technology professionals, but as technology advances, many everyday people are utterly bewildered about how it actually works - even though they have their own laptop or smartphone.
As digital technology professionals improve and create technology, the rest of the world will be left further and further behind.
To ensure that a gaping divide is not created, more people need to learn about digital technology.
Therefore, it should be compulsory for year 7-10 pupils in New Zealand, as a separate subject from general technology.
An important part of working in digital technology is communication.
According to Prof Tim Bell of the University of Canterbury, as quoted in a New Zealand Herald article, ``Most professional software engineers would probably only spend 20% of their time programming. Because most of it is about communication with people - finding out what people need, and then designing something that will meet that need.''
Although digital technology professionals communicate with stakeholders, such as an architectural business wanting software for designing houses, to ensure that what digital engineers are creating is suitable, businesses need to have a reasonable idea about what it is possible for a computer science professional to create.
Many people today accept that digital technology has led to their company or business having access to applications, such as for design, but they do not question how the company can improve by using digital technology more.
If more people knew about digital technology, whether they were working in business, farming or other sectors, this could help them to understand more about how they could benefit from using digital technology.
Digital technology is offered in some schools and will be required in all schools in the future, but while technology is compulsory for pupils up until year 10 in New Zealand, learning about digital technology as a separate subject is not specifically required.
Learning about digital technology at school, such as how different applications work, or programming robots, can be incredibly useful for students going into many different careers.
A lot of people think of digital technology as being related to sewing or woodwork, but are not linking it to maths and science.
Resources are being provided for schools as part of technology, rather than digital technology being treated as its own subject.
There is a vast gender imbalance in the industry, with far fewer women in leading positions than men.
Introducing more females into the industry would help address employee shortages and inequality, but the idea that all ICT workers are antisocial men living hunched over their computers in basements still persists among young people considering careers.
This gender imbalance is recognised, with programmes being put in place to support females in Stem (science, technology, engineering and maths) careers, but young people are not involved enough in digital technology to begin with, for support to then be offered to them.
Digital technology should be compulsory, because many pupils do not consider taking it as an option class, or their school does not offer it as a separate subject to technology.
The Ministry of Education last year announced digital technology would be required for pupils from 2018 onwards, but only as part of technology, rather than as a separate subject, which some criticised it for.
While making it compulsory is a positive step towards integrating digital technology education into the wider spectrum, it will likely be treated as a small side topic and hurried through, rather than a subject that is useful for various careers and an integral part of our daily lives.
Learning about digital technology would have numerous benefits for young people, but compulsory classes are needed to open the doorway to them, and the education system must change to reflect this.
