Tomczyk Łukasz, Mróz Anna, Potyrała Katarzyna, Wnęk-Gozdek Joanna
Faculty of Social Science, Pedagogical University of Cracow, Cracow, Poland.
Gerontol Geriatr Educ. 2022 Jan-Mar;43(1):132-147. doi: 10.1080/02701960.2020.1824913. Epub 2020 Sep 24.
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.
该研究的目的是诊断在新技术使用方面被排斥、面临排斥风险、被边缘化和受到歧视的人群数字融入领域的教师需求。该研究从老年人数字素养教育者的角度关注数字鸿沟现象。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）和解释性范式。受访者是8位专家，即老年人教育工作者，代表了处理数字鸿沟的不同类型机构：一个活动中心、一个公共图书馆、一家养老院、一个非政府组织和一所第三年龄大学。结果的三角互证得出了几个关于数字融入方面的期望、经验、挑战和假定支持行动的重要结论。根据收集到的结果，我们注意到教育工作者很乐意分享他们的教学和组织经验。受访者对自身教学能力的发展持开放态度，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额外活动之一。提高老年人数字素养的活动是作为其非正规教育的一部分实施的（即由没有正式资质的教育工作者开展）。因此，教师最期望得到与内容相关的方法支持，以及在社会中推广终身教育理念（包括数字素养发展）。
