Promoting Intergenerational Participation Through Game Creation Activities

Ouellet, Hubert; Roméro, Margarida; Sawchuk, Kimberly

doi:10.1007/978-3-319-41797-4_6

Cited by 6 publications

(10 citation statements)

References 13 publications

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“…As previously reported by Livingstone and Bovill (2013) and Ouellet, Romero, and Sawchuk (2017), the students mastered the new software through trial and error, by experimenting with software functions, and by exploring through doing. The quick mastery of the technology and group dynamics of the oral story sharing allowed co-learning to occur between the Elders and students.…”

Section: Discussionmentioning

confidence: 83%

Use of a Digital Storytelling Workshop to Foster Development of Intergenerational Relationships and Preserve Culture with the Nak’azdli First Nation: Findings from the Nak’azdli Lha’hutit’en Project

Freeman

Martin²,

Nash³

et al. 2019

Can. J. Aging

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RÉSUMÉLa communauté autochtone Nak’azdli Whut’en du nord de la Colombie-Britannique a reconnu l’importance de préserver et de partager entre les générations la sagesse, les connaissances culturelles et les traditions orales des aînés. Nous présentons les résultats d’un atelier intergénérationnel portant sur les récits numériques, dirigé par le Nak’azdli Health Centre, en collaboration avec des organismes communautaires et des partenaires universitaires. Dans le cadre d’un plan d’action participatif conçu conformément aux principes PCAP®, un atelier de 10 séances a été créé et mis à l’essai. La technologie WeVideo a été utilisée pour faciliter le partage des connaissances entre des élèves du primaire et des aînés. Les aînés ont partagé leur expérience et leurs connaissances à travers leurs récits. Les élèves ont enregistré les récits des aînés et y ont ajouté des images et des sons pour transposer la vision des aînés sous une forme numérique. Ainsi, les aînés et les élèves ont œuvré en partenariat pour co-créer des récits numériques constituant un héritage culturel pour les générations futures. Cet atelier était en accord avec le programme scolaire de la Colombie-Britannique. Il a favorisé les relations intergénérationnelles entre les aînés et les jeunes, a contribué à la préservation de l’identité culturelle et à la valorisation du rôle des aînés et des jeunes dans leur communauté.

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Section: Discussionmentioning

confidence: 83%

Use of a Digital Storytelling Workshop to Foster Development of Intergenerational Relationships and Preserve Culture with the Nak’azdli First Nation: Findings from the Nak’azdli Lha’hutit’en Project

Freeman

Martin²,

Nash³

et al. 2019

Can. J. Aging

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“…Research has shown that ICT has reshaped family relational patterns, and new technologies challenge traditional family practices (Haddon & Mante-Meijer, 2016;Stafford & Hillyer, 2012). The way families incorporate and use ICT in intergenerational contexts has become a prominent topic of research over the past few years (Gamliel, 2017;Ouellet et al, 2017;Taipale et al, 2018). The process of domestication of ICT (i.e., the way family incorporate the new technologies and offer them meaning) has gained researchers' attention.…”

Section: Domestication Of Ict and Family Conflictsmentioning

confidence: 99%

Family Conflicts and Technology Use: The Voices of Grandmothers

Ivan

Nimrod

2020

Family Relations

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ObjectiveOur aim was to understand family conflicts, specifically those involving grandmothers, related to use of new communication technologies.BackgroundResearch shows that tension between family members in intergenerational contexts arises in relation to technology. This is especially common when attitudes toward technology differ among family members. Differing opinions around technology use create gaps in skills and perceived competence. Grandparents' voices about the challenges of perpetual connectivity in family settings are absent in the research on technology domestication and mediation.MethodTo fill this gap, semistructured group interviews were conducted with women in Canada, Colombia, Israel, Italy, Peru, Romania, and Spain. All women were aged 65 years and older, had grandchildren, and used information and communication technology (ICT).ResultsGrandmothers experienced conflicts when interacting with grandchildren due to ginability to recognize online threats. Asking for help in managing different applications could be a source of family conflicts. Embarrassment and unease is reduced when grandmothers call grandchildren for help, rather than receive assistance from their adult children. Conflictual moments also emerged around the use of ICT at family dinners or other gatherings, with grandmothers showing more tolerance in this context for grandchildren than for their adult children.ConclusionFamily conflicts over technology use may differ when involving adult children versus grandchildren.ImplicationsThe voices of grandmothers express the importance of permanent and affordable opportunities for people to receive assistance in technology use outside of family contexts.

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“…O trabalho intergeracional, entre crianças e idosos, pode funcionar como um facilitador das práticas sociais, inclusivas, integradas e criativas. Nesta base, os benefícios do trabalho articulado entre gerações têm vindo a merecer reconhecimento científico pela área da Gerontologia (Carlson et al, 2008;Kaplan, Lin, & Hannon, 2010;Ouellet, Romero, & Sawchuk, 2016). Refira-se que as práticas intergeracionais podem aliar-se a dinâmicas interdisciplinares, permitindo o reforço da motivação e dos resultados escolares, como também o fomento nos alunos de atitudes e comportamentos positivos perante a velhice, reforçando o exercício da cidadania ativa (Mendes, Leandro, & Lopes, 2017).…”

Section: Práticas Ativas Integradas E Intergeracionaisunclassified

Projeto de Escola a Tempo Inteiro para o 6.º Ano de Escolaridade: “O Pirata do Ulisses”

Mendes

Leandro

Campos

et al. 2019

RPP

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A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos. Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença. Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso.Projeto de escola a tempo inteiro para o 6.º ano de escolaridade: "O Pirata do Ulisses" Autor(es):Resumo O presente artigo tem como finalidade apresentar e avaliar os efeitos de um projeto de escola a tempo integral, com uma jornada diária de 8 tempos. Participaram no estudo 20 alunos do 6º ano de escolaridade (11.7±1.1 anos de idade), 20 encarregados de educação dos referidos alunos (42.6±4.54 anos) e 5 professores (51.8±4.66 anos). O método adotado combinou metodologias quantitativas e qualitativas. Para além do desempenho académico no início e fim do ano letivo, utilizou-se a técnica de associação livre de palavras (210 evocações) e realizaram-se 13 entrevistas. Os resultados indicaram que os vários atores no processo educativo valorizaram a aprendizagem, a afetividade, o convívio, a diversidade de ofertas educativas, a organização temporal da jornada escolar, o trabalho colaborativo, a intergeracionalidade, o diário de bordo e os métodos de estudo. Os inquiridos também consideram que houve cansaço, sobrecarga no tempo de permanência na escola e falta de tempo livre. Palavras-chave: formação integral; escola a tempo integral; evocações livres; educação básica AbstractThis article aims to present a project of full time school, with a daily 8-stroke day. Twenty students from the 6th year class (11.7±1.1 years old), 20 parents or guardians (42.6 ± 4.54 years old) and 5 teachers (51.8±4.66 years old) participated in the study. The method combined quantitative and qualitative methodologies. In addition to academic performance at the beginning and the end of the academic year, the free association technique (210 evocations) and 13 interviews were conducted. The results indicated that the intervenient in this educational process valued the learning, the affection, the interaction, the variety of educational offerings, the time organization of the school day, the collaborative work, the intergenerationality in the children -elderly relationship, the logbook and...

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Promoting Intergenerational Participation Through Game Creation Activities

Cited by 6 publications

References 13 publications

Use of a Digital Storytelling Workshop to Foster Development of Intergenerational Relationships and Preserve Culture with the Nak’azdli First Nation: Findings from the Nak’azdli Lha’hutit’en Project

Use of a Digital Storytelling Workshop to Foster Development of Intergenerational Relationships and Preserve Culture with the Nak’azdli First Nation: Findings from the Nak’azdli Lha’hutit’en Project

Family Conflicts and Technology Use: The Voices of Grandmothers

Projeto de Escola a Tempo Inteiro para o 6.º Ano de Escolaridade: “O Pirata do Ulisses”

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