POLECAMY
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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.
Rok wydania | 2020 |
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Liczba stron | 160 |
Kategoria | Edukacja |
Wydawca | Wydawnictwo Uniwersytetu Łódzkiego |
ISBN-13 | 978-83-8142-859-0 |
Numer wydania | 1 |
Język publikacji | angielski |
Informacja o sprzedawcy | ePWN sp. z o.o. |
POLECAMY
Ciekawe propozycje
Spis treści
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 |