ABSTRACT

The goal of the study was to diagnose the needs of instructors working in the area of the digital inclusion of persons who are excluded, at risk of exclusion, marginalized, and discriminated against in terms of using new technologies. The research focused on the phenomenon of the digital divide as seen from the perspective of digital literacy educators of older adults. The study was conducted in 2019 in Poland, using a qualitative research methodology (a structured in-depth interview) and interpretative paradigm. The respondents were 8 specialists, educators of older adults, representing different types of institutions dealing with the digital divide: a activity center, a public library, a nursing home, an NGO, and a University of the Third Age. Triangulation of the results led to several important conclusions regarding to the expectations, experiences, challenges and postulated supporting actions related to digital inclusion. Based on the results gathered, we have noticed that educators readily share their didactic and organizational experience. The respondents were open to the development of their own teaching competences, and recognized the role of lifelong learning. They often highlighted that the digital education of older adults is only one of many additional activities. The activities to improve the digital literacy of older adults are implemented as part of their non-formal education (i.e. it is carried out by educators holding no formal qualifications). For this reason, the teachers expect content-related and methodological support most of all, as well as the promotion of the idea of lifelong education (including digital literacy development) in society.

摘要

该研究的目的是诊断在数字包容领域工作的教师的需求，这些人在使用新技术方面受到排斥、被排斥、边缘化和歧视。该研究侧重于从老年人数字素养教育者的角度来看的数字鸿沟现象。该研究于 2019 年在波兰进行，采用定性研究方法（结构化深度访谈）和解释范式。受访者是 8 位专家、老年人教育工作者，他们代表不同类型的处理数字鸿沟的机构：活动中心、公共图书馆、疗养院、非政府组织和第三时代大学。对结果进行三角剖分得出了几个关于预期的重要结论，与数字包容相关的经验、挑战和假定的支持行动。根据收集到的结果，我们注意到教育工作者乐于分享他们的教学和组织经验。受访者对发展自己的教学能力持开放态度，并认识到终身学习的作用。他们经常强调，老年人的数字教育只是众多附加活动之一。提高老年人数字素养的活动是作为他们非正规教育的一部分实施的（即由没有正式资格的教育工作者实施）。为此，教师们最期待的是内容和方法上的支持，以及终身教育理念（包括数字素养发展）在社会上的推广。与数字包容相关的挑战和假定的支持行动。根据收集到的结果，我们注意到教育工作者乐于分享他们的教学和组织经验。受访者对发展自己的教学能力持开放态度，并认识到终身学习的作用。他们经常强调，老年人的数字教育只是众多附加活动之一。提高老年人数字素养的活动是作为他们非正规教育的一部分实施的（即由没有正式资格的教育工作者实施）。为此，教师们最期待的是内容和方法上的支持，以及终身教育理念（包括数字素养发展）在社会上的推广。与数字包容相关的挑战和假定的支持行动。根据收集到的结果，我们注意到教育工作者乐于分享他们的教学和组织经验。受访者对发展自己的教学能力持开放态度，并认识到终身学习的作用。他们经常强调，老年人的数字教育只是众多附加活动之一。提高老年人数字素养的活动是作为他们非正规教育的一部分实施的（即由没有正式资格的教育工作者实施）。为此，教师们最期待的是内容和方法上的支持，以及终身教育理念（包括数字素养发展）在社会上的推广。