Education in civic participation: Children, seniors and the challenges of an intergenerational information and communications technology program

2016 ◽  
Vol 19 (9) ◽  
pp. 1388-1405 ◽  
Author(s):  
Tova Gamliel
Keyword(s):  
Elementary Schools ◽  
Civic Participation ◽  
Participant Observation ◽  
Digital Natives ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Educational Setting ◽  
Technology Program ◽  
Technological Gap ◽  
Power And Agency

This article investigates an intergenerational information and communications technology (ICT) program that seeks expressly to enhance children’s civic participation by placing them in mutually educational encounters with seniors. Applying Devine’s model of the interrelationship among structure, power, and agency, it problematizes this goal by analyzing the dialectics of the power relations between seniors and children who maintain a technology-driven relationship. The data were gathered via qualitative participant-observation in two elementary schools. The results reveal clashing implications for children’s empowerment as computer “teachers” and their experiencing of agency. Implementation of Devine’s theoretical model sheds light on the meanings of the stereotyped terms “digital natives” and “digital immigrants,” as well as on the a-stereotyped senior’s identity as “digital consumers.” The conclusions suggest that the technological gap may not be definitive in confirming young people’s supremacy in the generational hierarchy, signaling the need for caution in handling this gap via civic empowerment in an educational setting.

scholarly journals Pre-University Experience of ICT and Self-Access Learning in Japan

2011 ◽  
pp. 182-194 ◽  
Author(s):  
Thomas Lockley
Keyword(s):  
Young People ◽  
Digital Natives ◽  
Current Situation ◽  
Information And Communications Technology ◽  
Original Research ◽  
Communications Technology ◽  
Ict Skills ◽  
University Experience ◽  
The University

Information and Communications Technology (ICT) can play a key role in self-access learning and the organization of self-access centres (SACs) (Reinders & Lázaro, 2007). The generation of young people currently at university has been labeled “digital natives” (Prensky, 2001), yet it would seem that many of these “natives” in Japan seem to lack the necessary ICT skills to use in the university context (Castellano, Mynard & Rubesch, 2011; Williams, 2011). This paper assesses the current situation of Japanese young people’s pre-university ICT experience and its implications for self-access learning. Do they actually lack the necessary skills to engage with self-access in an ICT context? Or does the reality in fact show that this perception is wrong and if so why? This paper will answer the questions through original research (N=105) and reference to the literature, globally and in Japan. It finds that students have more competence than previously believed and ventures some reasons for this previous misperception.

Information literacy education in primary schools: A case study

2020 ◽  
pp. 096100062093813
Author(s):  
Sigal Ben Amram ◽  
Noa Aharony ◽  
Judit Bar Ilan
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology Program ◽  
Teachers Perceptions ◽  
Teachers Perspectives ◽  
National Information ◽  
Academic Year

This study focuses on teachers’ perspectives concerning information literacy teaching in two primary schools in Israel—one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school’s curriculum. A significant gap was discovered in both schools between the teachers’ perceptions—who understood the importance of teaching information literacy and its actual implementation.

scholarly journals A Systematic Review of e-Service Learning in Higher Education

2020 ◽  
Vol 14 (06) ◽  
pp. 4
Author(s):  
Valerie Bukas Marcus ◽  
Noor Azean Atan ◽  
Sanitah Mohd Yusof ◽  
Lokman Tahir
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Service Learning ◽  
Digital Natives ◽  
Information And Communications Technology ◽  
Future Research ◽  
Communications Technology ◽  
Learning Platforms ◽  
Service Learning Projects ◽  
Learning Projects

<p class="0abstract">E-Service Learning is a service-learning course when the instruction and/or the service occurs online gains popularity among educators as we are transitioning to online learning platforms. The current study presents a systematic review of papers on the research involved information and communications technology (ICT) in the service-learning project. Studies have noted the growing use of ICT in service-learning projects for various purposes such as for communication and collaboration, data collection, reflection, and instruction delivery. However, very little research analysed students’ engagement in this e-Service Learning environment. Future research should be done to investigate an effective application of technology in service-learning courses, especially to attain the attention of digital natives nowadays and engaging learners instead of merely using technologies in service-learning courses.</p>

scholarly journals Integrating ICT in English for Academic Purposes Materials through Task-Based Approach

2019 ◽  
Vol 14 (17) ◽  
pp. 29
Author(s):  
Audi Yundayani ◽  
Dian Kardijan ◽  
Tutut Herawan
Keyword(s):  
Study Skills ◽  
Qualitative Method ◽  
Learning Experiences ◽  
English For Academic Purposes ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Educational Setting ◽  
Academic Field ◽  
University Level ◽  
The University

English communication is a crucial skill that should be mastered by students at the university level due to the demand of study skills comprehension. Nevertheless, students still have low motivation and lack of practicing English proficiency as substantial ability in academic field. This condition is strengthened by the limited owing to the required time in English for Academic Purposes (EAP) classes. Covering the ongoing situation, information and communications technology (ICT) presents an virtual educational setting that is able to provide accessible effective materials to assist participants in learning. In addition, the task-based approach is taken based on the students’ need to practice authentic English through meaningful tasks. This study aims at analyzing the students’ perceptions on the implementation of integrating ICT into EAP materials through a task-based approach and identifying the implications. We employ descriptive qualitative method, where a survey was carried out to obtain some information about the students’ viewpoint regarding the materials. This results reveals that the practice of integrating ICT into English Academic Purposes (EAP) materials through task-based approach promotes students’ motivation and gains meaningful learning experiences.

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