Redefining Readiness: A Path Toward a Technology-Agnostic Future

Fatma Elshobokshy, Director of the Center for the Advancement of Learning (CAL), University of the District of Columbia

In today’s rapidly evolving digital landscape, workforce readiness means more than subject-matter expertise—it requires digital fluency. While specialized knowledge remains essential, it is no longer the sole pathway to employment. Employers increasingly expect candidates to be proficient across a range of digital tools, platforms, and operating systems.

This raises an important question: How can we ensure our graduates are truly digitally fluent? The answer lies in cultivating digital competency that goes beyond learning one or two applications. It involves building the confidence to navigate tools independently, adapting quickly to new technologies, and maintaining a mindset of continuous learning.

The concept of a technology-agnostic campus may seem idealistic, especially in resource-limited environments. But it’s not about having every tool—it’s about creating an environment where students are exposed to a wide variety of technologies. Through this exposure, they develop a deeper understanding of system design and functionality. When new tools emerge, they are prepared—not because they’ve seen that specific software before, but because they’ve developed a flexible, adaptable approach to technology. Their mindset shifts from “I don’t know this” to “Let me figure it out.”

Digital fluency is not about how many applications or devices a learner has mastered. It is a mindset—an attitude toward technology.

When institutions label themselves as a “Microsoft campus” or an “Apple campus,” that branding often becomes a limitation. It signals a narrow approach to technology—one that may inadvertently box students and educators into a single way of thinking or working. A technology-agnostic campus expands students’ workforce opportunities by boosting their confidence and adaptability. It encourages exploration, promotes equity, and prepares learners for an increasingly diverse digital world. Becoming a technology-agnostic campus is not just a technical shift—it’s a cultural transformation. It requires leadership that supports experimentation, invests in infrastructure and professional development, and fosters an ecosystem of lifelong learning.

Technology-Agnostic Approach: A Practical Path Forward

As the only public university in the nation’s capital and a proud HBCU, the University of the District of Columbia (UDC) is taking bold steps to advance its digital transformation. Embracing a technology-agnostic approach means the first step for us is moving beyond the exclusive use of the Windows operating system and expanding access to Apple technologies as well.

“Redefining readiness means helping students view each unfamiliar platform not as a barrier, but as an opportunity”

Historically, UDC has been identified as a Microsoft campus, largely due to affordability. However, introducing Apple products supports a more inclusive vision—one that embraces a variety of tools and helps decouple access to technology from socioeconomic status. For the UDC community, this approach isn’t about favoring one brand over another; it’s about ensuring equitable access to major platforms and reshaping perceptions of what’s possible in both academic and professional spaces. Here are the strategies that have guided us—on a path that remains flexible and full of turns.

Partner with Technology Companies through Grants:

Securing external funding is critical for acquiring the hardware, software, human resources, and expertise needed for successful implementation. These partnerships also open pathways for collaborative innovation, training, and workforce-aligned initiatives.

Build Institutional Capacity Through Help Desk Support:

The help desk is often the first line of support for users. Ensuring staff are trained and confident in supporting Apple devices is key to sustainability. Without proper support, users may revert to familiar systems, reinforcing the idea that new tools are difficult or unreliable. A responsive support structure builds trust and promotes adoption.

Expand Access Across Campuses: The goal is not simply to increase the visibility of Apple but to embed its tools in environments that support teaching, learning, and engagement. This includes establishing Apple computer labs on each campus, placing Apple devices in shared spaces alongside Windows machines, and offering faculty bootcamps, pilot programs, and certifications. Key staff—especially those in student-facing roles—will be equipped with Apple devices to build digital literacy and challenge outdated assumptions. The student loaner program will also expand to include Apple products, ensuring all learners have access to modern tools.

“Digital fluency is not about how many applications or devices a learner has mastered. It is a mindset—an attitude toward technology”

Extend Impact Beyond the University: Building our UDC community through technology adoption has the potential to ripple outward, impacting the broader D.C. community we serve. Outreach programs can support K–12 schools in implementing coding camps and digital literacy initiatives. This momentum can be a powerful catalyst for equity.

Redefining readiness means helping students view each unfamiliar platform not as a barrier, but as an opportunity.

Some may argue that this effort doesn’t yet represent a fully agnostic model—and that’s fair. But it is a meaningful starting point. Without action, we risk continuing to disadvantage our learners and failing to prepare them to be digitally fluent. In my opinion, digital fluency is not about how many applications or devices a learner has mastered. It is a mindset—an attitude toward technology that builds confidence, curiosity, and adaptability.

Redefining readiness means helping students view each unfamiliar platform not as a barrier, but as an opportunity.

Microsoft

Digital Transformation