Digital inclusion from the perspective of teachers of older adults - expectations, experiences, challenges and supporting measures

Tomczyk, Łukasz; Mróz, Anna; Potyrała, Katarzyna; Wnęk-Gozdek, Joanna

doi:10.1080/02701960.2020.1824913

Cited by 26 publications

(32 citation statements)

References 20 publications

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“…This seems especially plausible given the unpreparedness of instructors for this new teaching context, which could have caused them not to establish continuity in the digital literacy, without fully adapting to the digital context. For their part, the authors Tomczyk et al (2020) conducted a study where they determine the needs of educators working in the area of inclusion of the elderly. In their study they mention that most of the digital literacy activities for elderly adults are carried out by instructors who do not have formal training; in other words, they do not have methodological or pedagogical support in relation to the education of the elderly.…”

Section: Pooled Groups For Each Treatmentmentioning

confidence: 99%

The Effects of Covid-19 on the Digital Literacy of the Elderly: Norms for Digital Inclusion

et al. 2021

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The current sanitary crisis due to COVID-19 has further evidenced the enormous digital exclusion of older adults. Furthermore, the crisis has urged older adults to adopt new technologies to facilitate their tasks, as well as to provide them with an effective means against loneliness and social isolation caused by the confinement. In light of this, Digital Literacy is necessary for all those excluded from the digital era, who are characterized mainly by little or no ability to effectively use technologies. Nevertheless, detailed studies showing the leap from mixed (Blended Learning, BL) to digital literacy in the elderly have not been published. The objective of the present research was to analyze the level of Digital Literacy with the Digital Literacy Evaluation (DILE) of two groups of elderly adults with different levels of literacy (Group 1: G1, and Group 2: G2) during three stages: BL (Aug–Dec 2019); Transition (Feb–Jun 2020); and Digital (Aug–Dec 2020). Comparisons were made before each educational level (pre-pre-pre) and after each educational level (post-post-post) and during consecutive periods before and after each semester (pre vs post) and throughout different educational levels (G1: Basic 1, B1; Basic 2, B2; and intermediate 1, I1; and G2: Intermediate 1 to 3, I1, I2, and I3). Subsequently, considering all the elderly who had passed at least one of the literacy levels, we worked with a total sample of 176 older adults. The comparisons showed that, before the pandemic, G1’s pre digital literacy levels increased between B1 and B2 and that the differences continued with that increasing trend between the B1 level and the I1 completely digital treatment, and the same was observed for post measurements. On the other hand, for the G2, the differences in the DILE were statistically significant between the pre-condition of I2 (before the pandemic) and the I3 (completely digital treatment); and between the pre-conditions of I1 and I3; the same results were obtained for post treatments. Also, pre vs post scores on the DILE were statistically significant and older adults increased progressively their digital literacy despite the COVID-19 pandemic and jumped to the digital age.

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Section: Pooled Groups For Each Treatmentmentioning

confidence: 99%

The Effects of Covid-19 on the Digital Literacy of the Elderly: Norms for Digital Inclusion

et al. 2021

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“…In the first part, students and teachers were invited to explore one of the two e-learning courses available on the SELI platform-Smart Ecosystem for Learning and Inclusion [49]. The students and teachers participating in the study were able to choose one of two courses: (1) Cyberbullying Prevention [50,51] or (2) Digital Inclusion [52]. The goal of the first course was to present information about the mechanisms and the scale of cyberbullying among children and adolescents, as well as the methods available to solve this problem in the context of teaching.…”

Section: Research Proceduresmentioning

confidence: 99%

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Tomczyk¹,

Potyrała²,

Włoch³

et al. 2020

Sustainability

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Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only during direct interaction with a given tool can one notice significant differences in their functionality. By carrying out evaluation studies the indicators that determine this functionality can be identified. The paper presents e-learning in the context of the academic training of the future generations of teachers. The reflections revolve around digital literacy and experience in using modern information and communication technologies in education. The goal of the research was to evaluate three areas: the functionality of the SELI platform, individual experiences with e-learning, and digital literacy. The technique used was an e-learning survey appended to the end of two e-learning courses offered on the platform. The survey was addressed to teachers and students of the biggest pedagogical university in Poland. The general impression of the content presented on the platform was, in most cases, rated as being very good or good. The platform itself was also evaluated positively. Based on the analyses conducted, two groups of platform users were identified. One third of the users have diverse experiences with e-learning, which corresponds with their digital literacy. The remaining two thirds of the respondents need more training in the areas evaluated. The authors of the paper believe that this type of study should accompany all activities that introduce e-learning at every stage of education. Only then will it be possible to discover where the digital divide lies among the teaching staff and learners.

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“…A total of 69 students in the first year of the master's program for teachers in training enrolled in the optional special course focusing on adult education [62], and 18 graduate students in their 20 years old in the Department of Communication and Media Studies chose the intergenerational course as a junior-level, elective course in their main program [69]. The other two studies were composed of 8 educators of older adults (at an activity center, a public library, a nursing home, an non-governmental organization (NGO), and a University of the Third Age) [70] and 5 ICT Teachers at a senior university [68].…”

Section: Educatorsmentioning

confidence: 99%

“…In another experience [70], and after interviews with mentors, it was found that teachers need content and methodological support, and they expect the promotion of the idea of lifelong education (including the development of digital literacy) in society.…”

Section: Educatorsmentioning

confidence: 99%

Computer Education and Third Age Universities: A Systematic Review

Sobral

2021

IJERPH

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An aging population and a digital society are realities. There is a need to equip older people with knowledge and computer skills so that they can participate in society, without feeling excluded or being marginalized. Third age universities are organizations around the world that specialize in teaching and learning for senior students in a more informal and more integrated way than other educational institutions. The objective of this study was to identify the existing quality publications that deal with the subject of computer education at senior universities. The SCOPUS and Web of Science databases were used, and 18 records were found according to the adopted criteria. It was found that these articles, depending on their focus, can be divided into four groups: educators, organizations/directors, students, and conceptual/review papers. Through these articles, it was possible to draw a picture of what older people’s computer learning is like, what barriers exist for students to not be able to attend these classes, as well as tips on how courses should be organized and the pedagogical methodologies that must be adopted. It is intended that this article is used as a good tool for people who work in teaching information technology to the elderly, and especially for course directors who intend to create or reformulate courses of this type for this specific age group.

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Digital inclusion from the perspective of teachers of older adults - expectations, experiences, challenges and supporting measures

Cited by 26 publications

References 20 publications

The Effects of Covid-19 on the Digital Literacy of the Elderly: Norms for Digital Inclusion

The Effects of Covid-19 on the Digital Literacy of the Elderly: Norms for Digital Inclusion

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Computer Education and Third Age Universities: A Systematic Review

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