By Neil Selwyn
This enticing ebook sheds mild at the ways that adults within the twenty-first century have interaction with technology in numerous studying environments. in line with one of many first large-scale educational study initiatives during this sector, the authors current their findings and offer practical ideas for using new know-how 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, financial, cultural and political realities of the data age and the training society. grownup studying addresses key questions and gives a valid empirical starting place to the prevailing 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 collection of strong suggestions for practitioners, policy-makers, and politicians, in addition to researchers and scholars.
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Additional info for Adult Learning in the Digital Age: Information Technology and the Learning Society
At one level, as the US Department of Commerce has outlined, these divisions are simple and stark: [some individuals] have the most powerful computers, the best telephone service and fastest internet service, as well as a wealth of content and training relevant to their lives… Another group of people don’t have access to the newest and best computers, the most reliable telephone service or the fastest or most convenient internet services. The difference between these two groups is…the Digital Divide.
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. And even then, the quality of that access is not the same as that provided by owning a computer in the home or using one in the workplace. The digital divide is not the simple premise which some commentators may have us assume.
As already mentioned, it is important to acknowledge the importance of an individual’s ‘perceived’ (or effective) access in practice over the theoretical (or formal) access to ICT. 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.