primer uporabe informacijsko-komunikacijske tehnologije (IKT)
Lorina Smolnikar (Author), Valentina Hlebec (Mentor)

Abstract

Živimo v času velikih razlik med generacijami. Veliko zaslug za to imajo skokovit razvoj tehnologije, informacijske tehnologije ter vsesplošna globalizacija. Spremembe na trgu zahtevajo od posameznika fleksibilnost, hitro odzivnost ter pripravljenost na nova znanja. Učenje pa je aktivnost, ki naj bi potekala v vseh obdobjih življenja. Tako se mora človek, glede na njegove osebne in profesionalne potrebe, izobraževati in učiti vse življenje. Željo po vseživljenjskem učenju in izobraževanju pa človeku privzgojimo (Dobnik, 2015, str. 1). Različne tehnološke, organizacijske, delovne in komunikacijske spremembe spremljajo posameznike v globalni družbi, ki je postala predvsem družba nenehnega, vseživljenjskega učenja in prilagajanja novim tehnologijam ter učenja za njihovo uporabo, ne glede na različne karakteristike posameznikov. Vendar pa v vsaki družbi obstajajo tudi manj sposobni, manj izobraženi in manj prilagodljivi posamezniki, ki so zato v primerjavi s prilagodljivejšimi veliko bolj ranljivi in odvisni od drugih (Vehovar, Brečko in Prevodnik, 2008, str. 4). Pri medgeneracijskem učenju (v nadaljevanju tudi MU) gre za način, kako se lahko ljudje vseh starosti učijo skupaj in drug od drugega. MU je pomemben del vseživljenjskega učenja, kjer sodelujejo različne generacije, da bi si pridobile spretnosti, vrednote in znanje. Zunaj okvirov prenosa znanja MU spodbuja vzajemno učenje med različnimi generacijami in pomaga razvijati socialni kapital ter omogoča vključenost vseh generacij v našo starajočo se družbo. Če upoštevamo to opredelitev MU, je očitno, da se starejši in mladi ob interakciji ter medsebojni izmenjavi izkušenj, ob sodelovanju in pomoči, pri tem nedvomno tudi učijo (Ecil, 2012, str. 1.

Keywords

medgeneracijsko učenje;informacijsko-komunikacijska tehnologija;Vseživljenjsko učenje;Družina;Medgeneracijski odnosi;Informacijska tehnologija;Magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL FDV - Faculty of Social Sciences
Publisher: [L. Smolnikar]
UDC: 37:316.36(043.3)
COBISS: 35954781 Link will open in a new window
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Downloads: 219
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Other data

Secondary language: English
Secondary title: Intergenerational learning in the family, as part of lifelong learning: the case of use of information and communication technology (ICT)
Secondary abstract: We live in a time of major differences between the generations. Much of the credit for this, have a dramatic development of technology, information technology and globalization. Changes on the market require an individual flexibility, rapid response and preparedness for new knowledge. Learning is an activity that should take place at all stages of life. Human must, according to his personal and professional needs, educate and learn throughout all their lives. The desire for lifelong learning and education we impart to the human (Dobnik, 2015, str. 1). Different technological, organizational, work and communication changes accompany individuals in a global society, which has become mainly a society of continuous, lifelong learning and adaptation to new technologies and learning to use them, regardless of the individual characteristics of individuals. However, in every society, there are also less capable, less educated and less flexible individuals who, in comparison with more flexible ones, are far more vulnerable and dependent on others (Vehovar, Brečko in Prevodnik, 2008, str. 4). In intergenerational learning (hereinafter also MU), it goes for a way of how people of all ages can learn together and from each other. MU is an important part of lifelong learning, where generations collaborate to gain skills, values and knowledge. Outside of frameworks for knowledge transfer, the MU promotes mutual learning between different generations and helps to develop social capital and enables the integration of all generations into our aging society. If we consider this definition of MU, it is obvious that when young and old people come together and share experiences, when they collaborating, help each other, or in any way act together, they are undoubtedly also learning (Ecil, 2012, str. 1.
Secondary keywords: Lifelong learning;Family;Intergenerational relations;Information technology;Master's theses;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Fak. za družbene vede
Pages: 127 str.
ID: 10978570