By Neil Selwyn
This attractive e-book sheds gentle at the ways that adults within the twenty-first century engage with technology in numerous studying environments. in keeping with one of many first large-scale educational examine tasks during this quarter, the authors current their findings and offer practical ideas for using new expertise in a studying society. They invite debate on: why ICTs are believed to be capable to affecting confident swap in grownup studying the drawbacks and bounds of ICT in grownup schooling what makes a lifelong learner the broader social, fiscal, cultural and political realities of the data age and the training society. grownup studying addresses key questions and gives a legitimate empirical beginning 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 training society, and gives a suite of strong options 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
As a field of academic and practitioner endeavour, educational technology has promised much over the past 30 years but could be criticised for delivering rather less. Notwithstanding the undoubted potential benefits of new technology for adult learners, it is important for educationalists and policymakers to restrain from unconditionally assuming ICT-based education and training to be a universal panacea for educational problems. For all the perceived benefits of ICT there are a set of corresponding caveats, drawbacks and unresolved problems which tend to be ignored or summarily dismissed by some in the educational technology community.
For example, people do not simply either have (or not have) access to ICTs—in the same way that people do not simply have (or not have) access to transportation or healthcare. It is important, therefore, to distinguish between an individual’s effective access over their formal access to ICT (Wilson 2000). 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.
Although, as with most research on education and technology the evidence base for the effectiveness of ICT-based adult learning is fragmented, proponents of this argument point towards a growing body of case studies which purport to demonstrate the ‘valueadded’ of different forms of ICT-based adult learning. For example, a host of studies The promise of adult learning in the digital age 13 across the USA, Europe and Australia claim to provide evidence of improved academic performance and attainment via ICT.
Adult Learning in the Digital Age: Information Technology and the Learning Society by Neil Selwyn