Adult Social Inclusion in a Digital Environment: Professional use of ICT - based solutions for social integration (original) (raw)

Adult Social Inclusion in a Digital Environment: Digital Social Inclusion

2021

This publication contains the fourth report of the <strong>Adult Social Inclusion in a Digital Environment - Exchange of Good Practices, ERASMUS+ project number 2019-1-PL01-KA204- 065689. </strong> The fourth report presents a desk research about "DIGITAL SOCIAL INCLUSION" carried out by ASIDE consortium and contains: Introduction Digital Social Inclusion: The Turkish Case Digital Social Inclusion: The Czech Republic Case Digital Social Inclusion: The Spanish Case Digital Social Inclusion: The Polish Case Conclusion Bibliography List of authors Accessing and using information and communication technologies is a topic that has gained even more importance with the conditions brought by the pandemic, and it impacts individuals and the community as a whole. Technology is the tool for a digitally inclusive community in terms of economic and workforce development. It also enhances education, healthcare, civic participation, and public safety. A digitally inclusive co...

Adult Social Inclusion in a Digital Environment: Digital technology and new relationship between learners and education providers

2021

This publication contains the third report of the <strong>Adult Social Inclusion in a Digital Environment - Exchange of Good Practices, ERASMUS+ project number 2019-1-PL01-KA204- 065689. </strong> The third report presents a desk research about "DIGITAL TECHNOLOGY AND NEW RELATIONSHIP BETWEEN LEARNERS AND EDUCATION PROVIDERS" carried out by ASIDE consortium and contains: Introduction. 1. Digital technology and new relationship between learners and education providers: The Czech Republic case. 2. Digital technology and new relationship between learners and education providers: The Polish case. 3. Digital technology and new relationship between learners and education providers: The Spanish case. 4. Digital technology and new relationship between learners and education providers: The Turkish case. 5. Conclusion. Bibliography. List of authors. Technological advancements have changed the relationship between learners and educators. Also, it helped the education to b...

Digital exclusion of elderly citizens: Polish experiences based on the project Adult Social Inclusion in a Digital Environment (ASIDE)

Ekonomia, 2022

The dynamic development of digital technologies and their widespread use in everyday life, especially by younger generations, forces urgent initiatives to counter the digital exclusion of older people. Adult Social Inclusion in and the Digital Environment (ASIDE) has offered activities to support inclusive education and digital skills, raising competences for digital social inclusion of adult social educators and adult social volunteers. The aim of the article is to present the experiences of the ASIDE project in the field of digital inclusion of seniors. Research methods typical of this type of study were used: critical analysis of the literature on the subject, analysis of project documents, analysis of published secondary data.

Digital Inclusion to promote Social Inclusion

This research analyzes the methodology and the results obtained in the Digital Inclusion Program of the community of Alto Paraopeba aiming the social inclusion of participants. The program had begun in 2008 at Campus Alto Paraopeba-Federal University of São João del Rei. It comprises a team of students, teachers and technicians from the University with support from Pro-Deanship at UFSJ. In 2010, it was contemplated by the Support Program for University Extension of MEC (Ministry of Education and Culture). This study evaluated a group of 153 people in the community who participated in the program to identify the motivating factors for learning and the parameters that indicate the level of knowledge attained and consequently knowledge generation and social inclusion. The program aims to promote digital inclusion of communities in the region to enable access to information technology to people who lack these resources and can´t reach individually. The program has UFSJ's partnership...

Deleting Differences, Formatting Citizenship: A case of digital and social inclusion

2009

This paper presents the Extension Project “Deleting Differences, Formatting Citizenship,” undertaken by students of the Department of Computer Science of the State University of Maringá at the Institution "Lar Escola da Criança de Maringá." The project contributes towards a decrease in differences among social classes so that the access of computer technology may increase. It also aims at providing digital inclusion and technical computer knowledge to teenagers in situations of social and personal precariousness. Adopted teaching and learning methodology focused on the social and educational approach. Several results were reached after three semesters of activities.

Digital competences for social inclusion initiatives and services

2021

Digital competence encompasses not only instrumental knowledge but also an attitude towards the use of technology, because in the end it is the individual who decides which tools to use to achieve a specific purpose and not all technological tools are in line with personal needs. This implies that the acquired knowledge must be used in context in order to act consciously and effectively towards a purpose. There is no general consensus on the definition of digital competences although they are the basis for policies or practices applied to projects. Based on this idea, the definition of digital competence adopted at the University of La Sabana and which underpins the subject under which the experience was developed is the student's ability to deal critically and reflectively with academic and social situations in a digital environment.

Digital inclusion and citizenship on the Internet : a proposal for the inclusion of teachers of a National Program PROJOVEM using a social network

2011

Depending on how they are used, virtual social networks can promote discussion, broadening and learning in a variety of topics. In the specific case of the network PROEDI (Teachers in the Digital Age – www.proedi.ning.com), which is a website open to discussion and exchange of experiences among teachers who want to develop their skills in digital literacy, it may contribute significantly to the digital inclusion of teachers in the municipality of Sao Luis – Maranhao – Brazil, specifically to those who work in the program PROJOVEM. Therefore, the purpose of this communication is to present and discuss some proposals that aim at integrating the educational network PROEDI in the formal/informal context of PROJOVEM program, which has the objective to promote the digital inclusion of its teaching staff so that they can provide their students a rethink about the importance of Communication and Information Technologies and in the Information Society.

The World Wide What? Meaningful uses of Information and Communication Technology for social inclusion

“When Tim Berners-Lee invented the world wide web 24 years ago he thought he'd created an egalitarian tool that would share information for the greater good. But it hasn't quite worked out like that. What went wrong?” (The Guardian, 2014). This research studies the digital inequalities and barriers that hinder people in the UK to engage with Information and Communication Technology (ICT) in their everyday life and the policies that the government adopted since the late 1990s in order to tackle these forms of digital exclusion. It reviews the academic literature that surrounds the digital divide and the links between digital and social exclusion. Social and digital exclusion not only affect those who do not take part in the transformations of the ‘information society’ but it also damages the economy of the country, “and it’s now holding Britain back” (Knight in McDonald, 2014). Through the analysis of UK digital inclusion policies, this study provides a closer look at the different approaches adopted by the ministers and department appointed to deal with the issue over the years. These changes greatly reflect the priorities of the different governments. However, in spite of all the efforts to engage digitally excluded groups with ICT, 11 million people in the UK have never used ICT. Research conducted by the government has repetitively indicated that the main barrier appeared to be non-users lack of interest and motivation. The study is based on three months of participant observation within an ICT training in a Community Centre in east London. It unveils the different reasons that motivate non-users to engage with ICT and the struggles and challenges in order to do so. Finally, this research calls attention to the need for a more comprehensive approach in the development of policies that takes into account the different factors that motivate non-users, as well as their needs and social circumstances, in order to enhance their interests and engagement with ICT.

Digital inclusion programs: the case of the Basque Country

Revista Lusófona de Educação, 2019

The progressive development of the Digital Age has given rise to a growing number of concepts related to individuals' experiences with their digital literacy, from the level of competence or lack thereof conceptualized in the digital divide, to the very concept of digital citizenship, essential today for participation in democratic societies. This article analyses the different interpretations made of these concepts with a view to clarifying their appropriate use according to the situations to be studied, understood as an intellectualized evolution of the realities and experiences lived by individuals and society. Since the beginning of the millennium, several national and regional digital inclusion projects began, encouraged by the European policies that aimed to alleviate the already existing digital gap. In this sense, the KZgunea program, the Basque government's digital inclusion project is analyzed as a paradigmatic case of the evolution of government programs and policies in favour of an adequate level of digital literacy that allows individuals to fully participate in all fields of today's increasingly digitized society. This report is part of a PhD thesis that analyzes digital literacy as an instrument of empowerment and social inclusion, to improve employability, and as a key to the construction of digital citizenship in the 21st century.