Adult Learning in the Digital Age: Information Technology by Neil Selwyn
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 examine tasks during this zone, the authors current their findings and offer practical innovations for using new expertise in a studying society. They invite debate on: why ICTs are believed to have the ability to affecting optimistic swap 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 knowledge age and the educational society. grownup studying addresses key questions and offers a legitimate empirical starting place 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 educational society, and provides a collection of strong techniques for practitioners, policy-makers, and politicians, in addition to researchers and scholars.
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Extra resources for Adult Learning in the Digital Age: Information Technology and the Learning Society
Sample text
Unlike other elements of the information age agenda, New Labour’s plans regarding public ICT provision were relatively quickly (and relatively painlessly) put into practice. Starting in 1998 over 7,000 ICT centres were established in public sites throughout the UK, with the ‘People’s Network’ initiative also establishing public internet connections in England’s 4,300 libraries alongside a host of smaller-scale initiatives aiming to bring ICT and ICT-based services to those without. These English efforts were replicated by the Digital Scotland and Cymru Arlein initiatives developed by the devolved Scottish and Welsh governments.
Instead, as a range of studies have shown, individuals’ engagement with ICTs is based around a complex mixture of social, psychological, economic and, above all, pragmatic reasons. Technological engagement is therefore less concerned with issues of access and ownership but more about how people develop relationships with ICTs and are capable of making use of the social resources which make access useable (Jung et al. 2001; Garnham 1997). As Heller (1987:20) argues, at best, technology offers a number of options, or ‘choices based on particular contingencies’, which determine the variable impact of technology on people.
Indeed, any realistic notion of access to ICT must be defined from the individual’s perspective. Although in theory the formal provision of ICT facilities in Impediments to adult learning in the digital age 21 community sites means that all individuals living locally have physical access to technology, this ‘access’ is meaningless unless people actually feel able to make use of such opportunities. The logic of this argument can be seen in the increasing numbers of public payphones in UK towns and cities that have been converted to offer email facilities alongside conventional telephony.