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Exploring the virtual world of learning across generations
Information and communications technology for the educational support of immigrant youth
Autor: Marcin Rojek
Autor: Joanna Leek
Autor: Petr Svoboda
Liczba stron: 200
Rok wydania: 2020
ISBN: 978-83-8142-858-3
e-ISBN: 978-83-8142-859-0
Dostępność: Otwarty dostęp
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The book addresses the issue of intergenerational learning in a virtual world created by information and communication technology (ICT) and the role of ICT in an educational environment. In order to discuss how ICT can be used as a means to prevent early school leaving among immigrant youth, this book explores the literature on how learning can be understood in the intergenerational context, the challenges in preventing early school leaving, the prospects for ICT in education and presents the findings of an empirical study on intergenerational learning with the use of ICT. Authors findings highlight that ICT-supported intergenerational learning is a significant sociocultural platform for knowledge exchange, at the same time reducing intergenerational and cultural distance. It creates a sense of belonging and ensures mutual support, and encourages better understanding and harmonious coexistence between young immigrants and older citizens.
Introduction 7
Chapter I. Intergenerational learning in contemporary education – a theoretical justification of the ICT Guides project (Marcin Rojek) 9
Introduction 11
1.1. Learning in preference to education 11
1.1.1. The behaviourist approach to learning 16
1.1.2. Cognitive learning 18
1.1.3. Social learning 22
1.1.4. The transformative approach to learning 25
1.1.5. The three dimensions of learning by Knud Illeris 29
1.2. The potential of intergenerational learning in educational problem solving 38
1.2.1. The educational potential of generations 38
1.2.2. Intergenerational learning as empowerment 45
Summary 50
Chapter II. Immigrant youth education and early school leaving – challenges to contemporary education (Joanna Leek) 51
Introduction 53
2.1. Education of immigrant youth – an overview 53
2.2. Youths – between early school leaving and social exclusion 55
2.3. Profile of the early school leaver 57
2.4. Supporting the educational attainment of youths – recommendations for policy and practice 60
Summary 62
Chapter III. Information and communications technology – a prospective approach to education (Petr Svoboda) 63
Introduction 65
3.1. Information and communications technology (ICT) in education 66
3.1.1. New technologies and the current most frequently-used didactic tools 67
3.1.2. New tools in distance education and blended learning 69
3.1.3. Advantages and barriers in the use of new technologies in education 71
3.1.4. Extension of new technologies in education 73
3.2. Digital literacy and its development 75
3.3. Digital technology in education 79
3.3.1.Digital technology in pedagogical activities 79
3.3.2. Application of digital technology in education 81
3.3.3. Digital competence 84
3.4. ICT in informal education 90
3.4.1. M-learning – new methods and forms of education 92
3.4.2. The goals and purpose of m-learning 93
3.4.3. Mobile technology in teaching 95
3.4.4. Innovations in education using cloud computing 98
3.4.5. The benefits of online collaboration in education 100
Summary 101
Chapter IV. The findings of the ICT Guides(Joanna Leek, Marcin Rojek) 103
Introduction 105
4.1. Cases studies – the intergenerational learning courses 105
4.1.1. The intergenerational courses held in Berlin 108
4.1.2. The intergenerational courses held in Gothenburg 118
4.1.3. Intergenerational learning courses conducted in Madrid 128
4.1.4. The intergenerational courses held in Sheffield 134
4.2. General conclusions from the project 143
Summary 148
Bibliography 149
Biograms 159
Chapter I. Intergenerational learning in contemporary education – a theoretical justification of the ICT Guides project (Marcin Rojek) 9
Introduction 11
1.1. Learning in preference to education 11
1.1.1. The behaviourist approach to learning 16
1.1.2. Cognitive learning 18
1.1.3. Social learning 22
1.1.4. The transformative approach to learning 25
1.1.5. The three dimensions of learning by Knud Illeris 29
1.2. The potential of intergenerational learning in educational problem solving 38
1.2.1. The educational potential of generations 38
1.2.2. Intergenerational learning as empowerment 45
Summary 50
Chapter II. Immigrant youth education and early school leaving – challenges to contemporary education (Joanna Leek) 51
Introduction 53
2.1. Education of immigrant youth – an overview 53
2.2. Youths – between early school leaving and social exclusion 55
2.3. Profile of the early school leaver 57
2.4. Supporting the educational attainment of youths – recommendations for policy and practice 60
Summary 62
Chapter III. Information and communications technology – a prospective approach to education (Petr Svoboda) 63
Introduction 65
3.1. Information and communications technology (ICT) in education 66
3.1.1. New technologies and the current most frequently-used didactic tools 67
3.1.2. New tools in distance education and blended learning 69
3.1.3. Advantages and barriers in the use of new technologies in education 71
3.1.4. Extension of new technologies in education 73
3.2. Digital literacy and its development 75
3.3. Digital technology in education 79
3.3.1.Digital technology in pedagogical activities 79
3.3.2. Application of digital technology in education 81
3.3.3. Digital competence 84
3.4. ICT in informal education 90
3.4.1. M-learning – new methods and forms of education 92
3.4.2. The goals and purpose of m-learning 93
3.4.3. Mobile technology in teaching 95
3.4.4. Innovations in education using cloud computing 98
3.4.5. The benefits of online collaboration in education 100
Summary 101
Chapter IV. The findings of the ICT Guides(Joanna Leek, Marcin Rojek) 103
Introduction 105
4.1. Cases studies – the intergenerational learning courses 105
4.1.1. The intergenerational courses held in Berlin 108
4.1.2. The intergenerational courses held in Gothenburg 118
4.1.3. Intergenerational learning courses conducted in Madrid 128
4.1.4. The intergenerational courses held in Sheffield 134
4.2. General conclusions from the project 143
Summary 148
Bibliography 149
Biograms 159
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