By Neil Selwyn
This enticing ebook sheds mild at the ways that adults within the twenty-first century have interaction with technology in several studying environments. according to one of many first large-scale educational examine initiatives during this quarter, the authors current their findings and offer practical techniques for using new know-how in a studying society. They invite debate on: why ICTs are believed to have the capacity to affecting confident swap in grownup studying the drawbacks and bounds of ICT in grownup schooling what makes a lifelong learner the broader social, financial, cultural and political realities of the knowledge age and the training society. grownup studying addresses key questions and offers a legitimate empirical starting place to the present debate, highlighting the complex realities of the educational society and e-learning rhetoric. It tells the tale of these who're excluded from the educational society, and gives a suite of strong techniques for practitioners, policy-makers, and politicians, in addition to researchers and scholars.
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Extra info for Adult Learning in the Digital Age: Information Technology and the Learning Society
Thus, individuals’ interactions with ICTs are not as simple as the ‘user’/ ‘non-user’ dichotomy constructed by much of the previous literature and certainly not determined solely by issues of physical access to technology. Reconsidering the consequences of engagement with ICT In attempting a deeper understanding of the potential technological impediments to the le@rning society thesis we should also consider the fundamental yet often unvoiced element of the digital divide debate—the outcome, impact and consequences of accessing and using ICT.
2001) report, although the need for self-tuition when learning via ICT may be motivating for some adult learners, others find the experience more problematic—citing, in particular, the lack of external human direction. This could be the biggest barrier to widespread ICT-based learning for, as Doring (1999:8) observes, ‘education is a fundamentally conversational business’. ICT encouraging a limited provision of adult learning In spite of the increasing amount of education being supported and provided through new technology there are concerns that ICT may actually be contributing to a narrowing of adult education provision—especially around business and industry-friendly ‘core skills’ and ‘key competencies’.
However, we know that people’s use of technology extends far beyond the realm of the computer through technologies such as digital television, mobile telephony and games consoles; all important but disparate elements of the contemporary techno-culture as well as potential conduits of learning (see Choi 2002; Katz and Aakhus 2002). This plurality of technologies is complicated further when the content that is provided via ICTs is considered—the ‘soft’ware rather than the ‘hard’ware. In other words, the digital divide can also be seen in terms of the information, resources, applications and services that individuals are capable of accessing via new technologies.
Adult Learning in the Digital Age: Information Technology and the Learning Society by Neil Selwyn