By Neil Selwyn
This attractive ebook sheds gentle at the ways that adults within the twenty-first century have interaction with technology in numerous studying environments. in keeping with one of many first large-scale educational study tasks during this region, the authors current their findings and offer practical strategies for using new expertise in a studying society. They invite debate on: why ICTs are believed to be capable to affecting optimistic 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 data age and the educational society. grownup studying addresses key questions and gives a valid empirical beginning to the present debate, highlighting the complex realities of the training society and e-learning rhetoric. It tells the tale of these who're excluded from the training society, and gives a collection of strong thoughts 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
Alongside the rise of the home as a key site of adults’ access to and engagement with ICT-based learning, the community-based provision of ICT-based learning has also flourished. This has been most notable in the public provision of ‘shared’ or ‘open’ access to ICT in community sites such as libraries, museums, colleges, schools and purpose built sites. These are designed to complement and extend the longstanding public provision of ICTs by other organisations such as commercial ‘shop-front’ facilities and community organisations (see Liff et al.
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.
ICT should not necessarily be seen as providing better educational contexts, but different contexts for learning. For example, it is argued that in many learning situations reliance on the Virtual’ rather than the ‘real’ ignores the uniqueness of educational processes that are fundamentally altered once digitised and delivered online. This is especially the case with creative, ethical, moral and aesthetic learning (Trow 1999). These limitations extend to the perceived ability of ICTs to facilitate ‘transformatory’ learning.
Adult Learning in the Digital Age: Information Technology and the Learning Society by Neil Selwyn