Title: Intergenerational learning with ICT: a case study
Source document: Studia paedagogica. 2016, vol. 21, iss. 2, pp. [83]-99
Extent
[83]-99
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2016-2-6
Stable URL (handle): https://hdl.handle.net/11222.digilib/135504
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
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.
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[2] Ala-Mutka, K., Malanowski, N., Punie, Y., & Cabrera, M. (2008). Active Ageing and the Potential of ICT for Learning. Luxembourg: Office for Official Publications of the European Communities.
[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.
[4] Annex 2: Grundtvig Project Analysis and Compendium – Active Ageing and Intergenerational Learning. (2012). Brussels: European Commission.
[5] Assessment of the Senior Market for ICT Progress and Development. (2008). Brussels: European Commission.
[6] Bachmann, D., & Säävälä, T. (2012). 2012 the European Year for Active Aging and Solidarity between Generations – Solidarity and Attitudes. (Online only) Retrieved from http://www.europarl.europa.eu/RegData/etudes/IDAN/2015/536344/EPRS_IDA(2015)536344_EN.pdf
[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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[11] Charness, N., Kelley, C. L., Bosman, E. A., & Mottram, M. (2001). Word processing training and retraining: Effects of adult age, experience and interface. Psychology and Aging, 16(1), 110–127. | DOI 10.1037/0882-7974.16.1.110
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[14] Czaja, S. J., & Lee, C. C. (2007). The impact of aging on access to technology. Universal Access in the Information Society, 5(4), 341–349. | DOI 10.1007/s10209-006-0060-x
[15] Draft Council Resolution on a Renewed European Agenda for Adult Learning – Adoption. (2011). Brussels: Council of the European Union.
[16] Dupont, C., & Letesson, M. (2010). Comment développer une action intergénérationnelle? Brussels: De Boeck.
[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
[20] Fisk, A. D., Rogers, W. A., Charness, N., Czaja, S. J., & Sharit, J. (2004). Designing for Older Adults: Principles and Creative Human Factors Approaches. New York: CRC Press LLC.
[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.
[24] Hoff, A. (2007) Intergenerational learning as an adaptation strategy in ageing knowledge societies. In Education, Employment, Europe (126–129). Warsaw: National Contact Point for Research Programmes of the European Union.
[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.
[26] ICT Enabled Independent Living for Elderly – A Status-quo Analysis on Products and the Research Landscape in the Field of Ambient Assisted Living (AAL) in EU-27. (2010). Berlin: Institute for Innovation and Technology.
[27] ICT for Seniors' and Intergenerational Learning. Projects funded through the Lifelong Learning Programme from 2008 to 2011. (2012). Brussels: Education, Audiovisual & Culture Executive Agency.
[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.
[33] Lansdale, D. (2002). Touching lives: Opening doors for elders in retirement communities through email and the internet. In R.W. Morrel (Ed.), Older Adults, Health Information, and the World Wide Web (133–151). Mahwah: Lawrence Erlbaum Associates.
[34] Leung, L., & Lee, P. S. N. (2005). Multiple determinants of life quality: The roles of Internet activities, use of new media, social support, and leisure activities. Telematics and Informatics, 22(3), 161–180. | DOI 10.1016/j.tele.2004.04.003
[35] Manifesto for an Age-Friendly European Union by 2020. (2011). European Year for Active Ageing and Solidarity between Generations (Online only) Retrieved from http://www.age-platform.eu/images/stories/23598_poster_everyone2012_v4.pdf
[36] Marques, S. (2011). Discriminação da terceira idade. Lisboa: Relógio D'Água Editores.
[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).
[38] Newman, S., & Hatton-Yeo, A. (2008). Intergenerational learning and the contributions of older people. Ageing Horizons, 8(10), 31–39.
[39] OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. (2013). Paris: OECD Publishing.
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[42] Rice, R. E., & Katz, J. E. (2003). Comparing internet and mobile phone usage: Digital divides of usage, adoption, and dropouts. Telecommunications Policy, 27(1), 597–623. | DOI 10.1016/S0308-5961(03)00068-5
[43] Risi, E. (2009). Learning against aging. Training opportunities for the elderly to learn new technologies. European Papers in New Welfare, 13(1), 74–89.
[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.
[45] Selwyn, N., Gorard, S., Furlong, J., & Madden, L. (2003). Older adults' use of information and communications technology in everyday life. Ageing & Society, 23(5), 561–582. | DOI 10.1017/S0144686X03001302
[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
[47] Stake, R. (1999). Investigación con estudio de casos. Madrid: Ed. Morata.
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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
[51] What is Intergenerational Learning? (2015). Stoke on Trent: European Map of Intergenerational Learning. Retrieved from http://www.emil-network.eu/what-is-intergenerational-learning/
[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.