Adults' Use of ICTs for Learning: Reducing or Increasing Educational Inequalities?

Autor/inn/en	Selwyn, Neil; Gorard, Stephen; Furlong, John
Titel	Adults' Use of ICTs for Learning: Reducing or Increasing Educational Inequalities?
Quelle	In: Journal of Vocational Education and Training, 56 (2004) 2, S.269-290 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Foreign Countries; Educational Background; Informal Education; Lifelong Learning; Computer Uses in Education; Educational Technology; Information Technology; Social Class; Area Studies; Adults; Learning Activities; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Vorbildung; Informelle Bildung; Nichtformale Bildung; Life-long learning; Lebenslanges Lernen; Computernutzung; Unterrichtsmedien; Informationstechnologie; Social classes; Soziale Klasse; Landeskunde; Lernaktivität; Großbritannien
Abstract	Within the hyperbole surrounding information and communications technologies (ICTs) and lifelong learning, our understanding of what learning activities ICTs are actually being used for throughout the adult population remains under-developed. Based on a household survey of 1001 adults in the west of England and South Wales, this article considers who amongst the adult population is using ICTs and what they are using them for. Moreover, the article also takes time to consider who is not using ICTs for learning given the widespread claims made about ICTs' potential for social inclusion. The survey data show that within adults' use of computers and the Internet, education and learning are minority activities, most commonly taking the form of informal learning at home. Moreover, any educative use of ICTs appears to be patterned by a number of social factors. In particular, logistic regression analysis shows that whether or not an individual uses ICTs for educative purposes can be predicted (with 82% accuracy) by the five variables of age, gender, educational background, occupational class and area of residence. The article concludes by discussing these findings in relation to the United Kingdom Government's present lifelong learning agenda. (Contains 13 tables and 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10