APPLICATION OF INFORMATION COMMUNICATION TECHNOLOGIES IN THE STUDY PROCESSES OF THE UNIVERSITIES OF THE THIRD AGE

Irena Žemaitaityte, Agne Balčiūnaite

Abstract


The article reviews the experience of people arranging studies involving information and communication technologies into the University of the Third Age studies organization. Life expectancy is longer and the birth rate is lower in proportion to older age people; due to these facts, the ageing is even more noticeable. This situation requires certain measures, which would be effective in the future. Non-formal education institutions, including University of the Third Age, react to the changes and offer trainings which help older people to maintain working-capacity, physical, social and psychological health. In order to provide greater benefits, it is important to pay attention not only to the students of the Third Age but to the needs and changes of society on the whole. It is obvious that in the twenty-first century life is hardly imaginable without information-communication technologies (ICT), which are not only rapidly growing and modifying but are also integrating and changing each and every one aspects of people`s lives, regardless of their age. Therefore, it is extremely important that elder persons have at least minimal of computer literacy and ICT skills in order to conform to modern society standards.

Keywords


information communication technologies; older adults; non-formal adult education; University of the Third Age

Full Text:

PDF

References


Analysis of UTA system performance (2012). Retrieved from http://www.upc.smm.lt/svietimas/tyrimai/TAU%20tyrimo%20ataskaita%202012.pdf

Dagienė, V. (2008). Informacinės mokymo technologijos. Vilnius: VU.

De Camillis, S. (2000). Motivazioni all'educazione continua. Perché gli adulti frequentano i corsi di studio per tutto l'arco della vita. Roma: EdUP.

D'Orazio, E., & Florenzano, F. (2000). Studiare da grande. Conoscere e fare le università della terza età. Roma: EdUP.

Feistm H., & McDougall, K. (2013). Older people’s use of new communication technologies: Research Findings & Policy Implications. Australian Population & Migration Research Centre Policy Brief, Vol. 1, No. 8.

Gustaitienė, L., & Benevičienė, V. (2014). Vyresnio amžiaus žmonių psichologinių bei socialinių veiksnių, psichosocialinio prisitaikymo ypatumai socialinių ir demografinių duomenų atžvilgiu. Socialinis darbas, 13, 248-262.

Petkūnas, V. (2007). The Cange of Educational Paradigm under the Influence of ICT Implementation: Reseach on Students' Attitudes. Socialiniai mokslai, 3 (57), 54-65.

Statistics 2015. (2016). Vilnius: Statistics Lithuania.

Tolutienė, G., & Puskorius, S. (2014). Informacinių ir komunikacinių technologijų taikymas švietime : besimokančių suaugusiųjų. Požiūrio tyrimas. Tiltai, 3, 123–140.

Tomczyk, L.(2010). Seniorzy w świecie nowych mediów. E-mentor, 4 (36).

Wagner, D. A., Kozma, R. (2005). New Technologies for Literacy and Adult Education: A Global Perspective. UNESCO.

Webster, F. (2006). Informacinės visuomenės teorijos. Vilnius: UAB „Poligrafija ir informatika“.

Zumeras, R. (2013). Pagyvenusių žmonių fizinis aktyvumas ir sveikata. Vilnius. Sveikatos mokymo ir ligų prevencijos centras.

Žemaitaitytė, I. (2007). Neformalusis suaugusiųjų švietimas: plėtros tendencijos dabartinėje Europoje: monografija. Vilnius: Mykolo Romerio universitetas.

Žemaitaityte, I. (2016). Older adult education in Lithuanian ageing society. Society. Health. Welfare. Vol. 30 p. 1-9. DOI: 10.1051/shsconf/20163000023




DOI: http://dx.doi.org/10.17770/sie2018vol1.3205

Refbacks

  • There are currently no refbacks.