By Neil Selwyn
This attractive e-book sheds gentle at the ways that adults within the twenty-first century engage with technology in several studying environments. in keeping with one of many first large-scale educational learn tasks during this zone, the authors current their findings and offer practical suggestions for using new know-how in a studying society. They invite debate on: why ICTs are believed to be able to affecting optimistic switch 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 legitimate empirical origin to the present 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 provides a suite of strong concepts 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
First and foremost is the issue of people’s deep-rooted reluctance and/or inability to take part in any form of adult learning—whether technology-based or not. g. Beinart and Smith 1998; NCES 2002a). Indeed, some of the most recent figures suggest that these patterns of exclusion are growing: Fewer than a fifth of adults say they are doing some sort of learning, the lowest figure since before Labour took office in 1997… Social class Adult learning in the digital age 24 appears to be a significant factor in the trend…the decline in participation has been marked among people from the poorest backgrounds.
During the last decade millions of people have gained access to computers every year. Never in the human history have there been so many people with access to computers, digital networks and electronic communication technologies. (Tuomi 2000) Adult learning in the digital age 22 But this assumes a monolithic view of technology, whereas rapid technological obsolescence means that the have-nots are always playing catch-up, and the S-curve is a permanent feature rather than a transitional phase. The danger of the determinist dismissal of the long-term significance of social inequalities is that it ignores the complex relationship between access to ICT and use of ICT.
G. Central Office of Information 1998). 4 billion to ‘e-government’ projects by 2006 (Caulkin 2004). These policies have centred on establishing the electronic delivery of public services to citizens, addressing social inequalities in the use of ICTs and improving the UK’s economic competitiveness through the up-skilling of the workforce. From the early stages of this policy drive, public ICT provision was seen to underpin the inclusiveness and effectiveness of all these objectives. As Tambini (2000:11) contended, unless all citizens were quickly provided with access to the technology required to make use of these ICTbased public services then any government’s efforts would ‘look increasingly illegitimate, as citizens that have paid for those services will have no access to them’.