Název: Intergenerational learning with ICT: a case study
Zdrojový dokument: Studia paedagogica. 2016, roč. 21, č. 2, s. [83]-99
Rozsah
[83]-99
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2016-2-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/135504
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
In a context of rapid demographic and technological changes, digital skills are essential in order for citizens to actively participate in society. However, digital literacy for all citizens, especially for the older population, is not yet a reality. It is increasingly crucial for active ageing, lifelong learning, and life-wide learning that the elderly learn digital skills. Intergenerational learning can play a key role in achieving a wide range of goals. This paper focuses on the contribution of intergenerational learning to digital and social inclusion. We promoted ICT intergenerational workshops and chose the case study methodology to study three distinct cases of intergenerational learning with ICT. The results show that intergenerational learning with ICT contributes to the digital literacy of adults and seniors and fosters lifelong learning, active ageing, and understanding and solidarity among generations. We reveal the benefits of the intergenerational learning process for all participants and suggest some ways to achieve intergenerational learning through ICT in order to build more socially and digitally cohesive societies.
Reference
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[3] Albertini, M. (2007). Le reti di sostegno economico e di cura degli anziani poveri. Il caso italiano e uno sguardo all'Europa. In A. Brandolini & C. Saraceno (Eds.), Povertà e benessere. Una geografia delle disuguaglianze in Italia (351-376). Bologna: il Mulino.
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[5] Assessment of the Senior Market for ICT Progress and Development. (2008). Brussels: European Commission.
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[7] Barr, F. M., & Russell, C. A. (2006). Social capital – A potential tool for analysis of the relationship between ageing individuals and their social environment. Ageing International, 31(3), 203–216. | DOI 10.1007/BF02915229
[8] Bogdan, R., & Biklen, S. (1994). Investigação Qualitativa em Educação: Uma Introdução à Teoria e aos Métodos. Porto: Porto Ed.
[9] Bond, G. E., Wolf-Wilets, V., Fiedler, F. E., & Burr, R. L. (2001). Computer-aided cognitive training of the aged: A pilot study. Clinical Gerontologist, 22(2),19–42.
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[17] Field, J., & Schuller, T. (1998). Social capital, human capital and the learning society. International Journal of Lifelong Education, 17(4), 226–235. | DOI 10.1080/0260137980170402
[18] Flick, U. (2004). Introducción a la investigación cualitativa. Madrid: Ed. Morata.
[19] Fricke, A., Marley, M., Morton, A., & Thomé, J. (2013). The Mix@ges Experience: How to Promote Intergenerational Bonding through Creative Digital Media. Remscheid: Mixages. Retrieved from https://issuu.com/ibk-kubia/docs/manual_mixages_web
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[21] Glossary – Digital Competences (ICT Skills). (2014). Brussels: European Commission. Retrieved from http://euskillspanorama.cedefop.europa.eu/Glossary/default.aspx?letter=D
[22] Harper, S., & Hamblin, K. (Ed.) (2014). International Handbook on Ageing and Public Policy. Cheltenham: Edward Elgar Publishing.
[23] Henkin, N. Z. (2007). Communities for all ages: A practical model. In M. Sánchez & D. M. Butts et al. (Eds.), Intergenerational programmes. Towards a society forall ages (147–166). Barcelona: The “la Caixa” Foundation.
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[25] ICT & Ageing: Users, Markets and Technologies. International Expert Workshop European RTD in the Field of ICT & Ageing: Lessons Learned & Issues for the Future. (2009). Brussels: European Commission.
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[28] Kaplan, M. (2002) Intergenerational programs in schools: Considerations of form and function. International Review of Education, 48(5), 305–334. | DOI 10.1023/A:1021231713392
[29] Kaplan, M., Sánchez, M., Shelton, C., & Bradley, L. (2013). Using Technology to Connect Generations. Pennsylvania State University & Washington DC: Generations United.
[30] Karpati, A. (2011). Digital Literacy in Education. Moscow: UNESCO Institute for Information Technologies in Education.
[31] Katz, J. E., & Rice, R. E. (2002). Project syntopia: Social consequences of internet use. IT & Society, 1(1), 166–179.
[32] Keates, S., & Clarkson, J. (2003). Design Exclusion. In J. Clarkson, R. Coleman, S. Keates, & C. Lebbon (Eds.) Inclusive Design: Design for the Whole Population (88–102). London: Springer.
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[37] Neves, B. B., & Amaro, F. (2012). Too old for technology? How the elderly of Lisbon use and perceive ICT. The Journal of Community Informatics, 8(1).
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[44] Ropes, D. C. (2011). Intergenerational learning in organisations – A research framework. In Working and Ageing: Guidance and Counselling for Mature Learners (105–123). Luxembourg: Publications Office of the European Union.
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[46] Spannring, R. (2008). Intergenerational Learning in Organisations: Literature report. Innsbruck: University Innsbruck. Retrieved from http://www.iglooproject.eu/files/igloo_literature_report_final_eng.pdf
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[49] Swindell, R. (2000). Using the internet to build bridges to isolated older people. Australasian Journal on Ageing, 19(1), 38–40. | DOI 10.1111/j.1741-6612.2000.tb00136.x
[50] Wermundsen, T. (Ed.) (2007). EAGLE Desk Research Synthesis Report – Intergenerational Learning in Europe Policies, Programmes & Initiatives. Erlangen: University of Erlangen-Nuremberg. Retrieved from http://www.inger.gob.mx/bibliotecageriatria/acervo/pdf/A_10_Intergenerational_Learning_Europe_Revised.pdf
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[52] Wolfinbarger, M., Gilly, M. C., & Schau, H. J. (2005). Keeping up with the Times: Innovation and Usage of the Internet Among Later Adopters. Berkeley: Center for Research on Information Technology and Organizations.
[53] Xie, B. (2008). Multimodal Computer-Mediated Communication and Social Support Among Older Chinese Internet users. Journal of Computer-Mediated Communication, 13(3), 728–750. | DOI 10.1111/j.1083-6101.2008.00417.x
[54] Yin, R. K. (2005). Estudo de Caso: Planejamento e Métodos. Porto Alegre: Bookman.