5 TECH SKILLS EVERY CHILD SHOULD LEARN BY MIDDLE SCHOOL

In an increasingly digital world, technological literacy is as fundamental as reading and math. By the time students reach middle school, they should be equipped with essential tech skills that will not only prepare them for academic success but also for the demands of a modern workforce. The top five tech skills every child should learn by middle school include basic coding, digital literacy and internet safety, proficiency with productivity software, keyboarding and typing, and critical thinking through computational skills.

1. Basic Coding and Programming Concepts
Introducing children to coding early helps develop logical thinking, problem-solving skills, and creativity. Coding also strengthens math skills and introduces children to a language used across nearly every industry. Studies have shown that early exposure to programming boosts both computational thinking and overall academic performance (Grover & Pea, 2013). Platforms like Scratch and Blockly make it accessible and fun for elementary and middle school students to create stories, games, and animations using code.

2. Digital Literacy and Internet Safety
With increased internet access, children must learn how to navigate the digital world responsibly. Digital literacy includes understanding how to evaluate online information, avoid misinformation, and protect personal privacy. Equally important is internet safety—knowing how to avoid cyberbullying, scams, and inappropriate content. Research highlights that digital literacy education is crucial in building critical thinking and ethical awareness in youth (Livingstone, Mascheroni, & Ólafsson, 2014). Educators should emphasize discerning credible sources and practicing respectful online behavior.

3. Proficiency with Productivity Software
Children should be able to confidently use productivity tools such as word processors, spreadsheets, and presentation software (e.g., Microsoft Word, Excel, Google Slides). These tools are fundamental for academic tasks, collaboration, and future workplace readiness. According to Lai et al. (2012), integrating technology into learning through such tools enhances engagement and improves student outcomes. Familiarity with these programs lays the foundation for digital communication, data management, and visual presentation skills.

4. Keyboarding and Typing Fluency
While touchscreen devices are widespread, typing on a keyboard remains an essential skill. Efficient keyboarding boosts writing fluency and allows students to complete assignments faster. Mastery of typing by middle school ensures that students can focus on content creation rather than being slowed down by their typing speed. According to a study by Connelly, Gee, and Walsh (2007), children with stronger typing skills also show improved writing quality and output in academic settings.

5. Computational Thinking and Problem Solving
Computational thinking goes beyond coding—it involves breaking down problems, recognizing patterns, and developing step-by-step solutions. Teaching this way of thinking equips students with a mindset they can apply in math, science, and even humanities. Wing (2006) argues that computational thinking is a core skill for everyone, not just computer scientists. Integrating these skills across subjects fosters adaptability and innovation in students from a young age.

The future will be shaped by those who can understand and leverage technology. Teaching children the five foundational skills—basic coding, digital literacy, productivity tools, typing, and computational thinking—by middle school empowers them to become competent, confident digital citizens. As technology continues to evolve, early and equitable access to tech education will play a critical role in bridging achievement gaps and preparing the next generation for success in school, work, and life.

Tech skills are the new literacy. At Teach Me Technology, we equip students with these essentials through engaging, hands-on programs tailored for each age group.

References

Connelly, V., Gee, D., & Walsh, E. (2007). A comparison of keyboarded and handwritten compositions and the relationship with transcription speed. British Journal of Educational Psychology, 77(2), 479–492. https://doi.org/10.1348/000709906X116768

Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051

Lai, K.-W., Khaddage, F., & Knezek, G. (2012). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414–425. https://doi.org/10.1111/jcal.12030

Livingstone, S., Mascheroni, G., & Ólafsson, K. (2014). Children’s online risks and opportunities: Comparative findings from EU Kids Online and Net Children Go Mobile. London School of Economics and Political Science.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215