Session Information
SES B 05, Paper Session
Paper Session
Contribution
An important pillar of the European project is based on the so-called Knowledge and Information Society. In this context there is a greater need for a higher level of skills in digital literacy. The acquisition and development of digital skills is essential for social participation, social inclusion and employability for all citizens. In this direction, Tiffin says that "it is no longer sufficient for people to learn to read, write and count. The growth of the knowledge industry has been a demand for new skills and literacy" (Tiffin, 1997, 103).
Currently, training systems do not have enough capacity to respond to training demands according to the wide diversity of audiences, interests, characteristics and needs. "The education systems fail to provide the quantity and quality of workers needed for the sustained growth in the twenty-first century. Nor do they respond to that part of the education of an individual who is required to prepare you as a citizen in an information society" (Tiffin, 1997, 103). In this regard, ICT offer versatility and flexibility to adapt training to circumstances and conditions of different social groups. In the field of adult education, this option expands opportunities for access to a greater number of people breaking personal, occupational and / or geographical barriers.
This paper describes the use of ICT in adult education. New technologies are introduced in the field of adult education as training content and as supporting training tools. In this paper two educational institutions are the settings for analysing ict-based training programmes. The first one is an educational provider in Spain, which offers job-related training programmes for adults in the post-secondary educational level. This institution incorporates ICT in online-based training.
The second institution is a coordination agency that offers advice within the field of adult education at primary and secondary level in Norway. In this case, the recipients are adult educational providers. This institution has developed a wide variety of multimedia educational resources to facilitate the development of competencies in the areas of reading, writing, mathematics, oral communication and digital skills.
In these cases, technology artefacts are tailored to the users' needs. In the first case, online modality is oriented to a user who already has an adequate level of skills and is able to manage with some degree of independence in a much more flexible environment. In the second case, the use of multimedia educational material is adapted to a user type that requires a more controlled learning environment for the development of basic competencies.
In both cases, the incorporation of new information technologies not only implies a change of learning environments in adult education but also a challenge to the traditional configuration of relations between teacher-student-content, which creates a new approach and a new distribution of roles and functions.
Method
Expected Outcomes
References
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