By Neil Selwyn
This attractive e-book sheds mild at the ways that adults within the twenty-first century engage with technology in several studying environments. in response to one of many first large-scale educational learn tasks during this region, the authors current their findings and offer practical options for using new expertise in a studying society. They invite debate on: why ICTs are believed to be able to affecting confident switch in grownup studying the drawbacks and bounds of ICT in grownup schooling what makes a lifelong learner the broader social, monetary, cultural and political realities of the data age and the educational society. grownup studying addresses key questions and gives a valid empirical origin 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 provides a suite of strong concepts for practitioners, policy-makers, and politicians, in addition to researchers and scholars.
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Additional resources for Adult Learning in the Digital Age: Information Technology and the Learning Society
1992). Even those studying may not have found what they actually wanted. This is particularly true of non work-related training and learning for leisure (NIACE 1994), and is reinforced by the emphasis on certified courses, heavily backed up by the incentives in the funding arrangements to provide accreditation of all adult education. Taster courses of the kind leading to no qualifications are still being axed, due to a shortage of funding, and this is especially impacting on courses designed to remedy shortages of the basic reading and writing skills that make further, perhaps certificated, study possible (Hook 2004a).
As De Kerckhove (1997) Impediments to adult learning in the digital age 27 concedes, at best ICT enhances rather than replaces ‘real-life’ learning. 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).
Although in theory the formal provision of ICT facilities in a community site such as a library or college mean that all individuals living locally have physical access to that technology, such ‘access’ is meaningless unless people actually feel able to make use of such opportunities. And even then, the quality of that access is not the same as that provided by owning a computer in the home or using one in the workplace. The digital divide is not the simple premise which some commentators may have us assume.
Adult Learning in the Digital Age: Information Technology and the Learning Society by Neil Selwyn