Synopsis: 

What mobilizes young people to accept the challenges of helping older adults acquiring digital skills? Explore young adults intention to perform altruistic behaviours such as teaching older adults digital skills

Participants: 

135 university students with ages ranging from 18 to 55 years.

Methods: 

Quasi-experimental design. Data collection using a self-report questionnaire covering altruistic scenarios and the Theory of Planned Behavior constructs.

Results: 

Participant’s would rather not help older adults but still intend to help due to social pressure and internalised moral norms. In-group favoritism.

Synopsis: 

To what extent young adults perceive the implications of the digital divide and the connections between lifelong learning and ICT? Clarifying the importance of digital literacy among vulnerable social groups.

Participants: 

135 university students with ages ranging from 18 to 55 years.

Methods: 

Self-report questionnaire containing open-ended questions focusing on digital divide and digital literacy. Content analysis.

Results: 

Instrumental position in relation to ICT with limited concept definition. Rudimentary and functional perceptions of digital literacy. Ageing stereotypes.

Synopsis: 

Analysis of a digital inclusion program developed in a residential care facility to explore older adults perceptions on technological innovation as well as their social dimension of remembering.

Participants: 

77 older adults living with ages ranging from 55 to 100 years from a residential care facility.

Methods: 

Action Research Approach using digital photography as pedagogical practice. Older adults participated over 5 months in several activities focused on digital photography. Different technological means were used to take and share photos: laptop, digital camera, and digital photo frame. Qualitative data collection using interviews and participant observation (supplemented by photographs, field notes and audio recordings). Content analysis.

Results: 

Digital photography as informal pedagogical practice was able to promote dialogue and reflection about ICT technologies, lifelong learning strategies and the process of ageing. Participant’s social function of remembering was strengthened with different stories from their past being recovered and shared. Contributions were also made in terms of participant’s socialization with a greater number of social interactions happening.

Synopsis: 

Through intergenerational solidarity this intervention focused on the construction of a digital story reflecting on ageing, ageism and intergenerationality. Digital tools and storytelling were used as means to explore cooperation among generations and knowledge transfer.

Participants: 

25 participants including 12th grade art students and older adults living in Palmela with prior basic training in ICT.

Methods: 

A service-learning approach was designed to address intergenerational learning by exposing students to older adults, which cooperate to provide community service. The intervention was developed between November 2012 and May 2013 having a digital story and a street painting as outputs. Qualitative data collection using interviews and audio/ video recordings (supplemented by field notes, photographs and participant observation). Content analysis. 

Results: 

The intervention contributed to improve participant’s awareness about ageing and ageism. Cooperation was perceived as very important to finish the project and build up the digital story “The Fridge and the Mobile Phone”. Students taught ICT skills to older adults while filming and editing the digital story.

The Role of Digital Storytelling in Special Needs Education

Synopsis

Promote digital inclusion and social participation by developing basic digital storytelling literacy skills. Analyse how digital stories can develop creativity and reflexivity.

 

Participants

33 special needs students from a Portuguese special needs organization, grouped into three groups: Theater (N=16), Fine Arts (N=10) and Decorative Arts (N=7).

 

Methods

Based on action research assumptions, the digital storytelling workshop was developed from September 2014 and January 2015 and included the following sessions: (1) introduction to digital storytelling, (2) script, (3) illustrations and images, (4) photography, (5) audio and edition. The digital story focused on the impact ICT technologies have in these students' lives and daily routines. 

Results

The workshop enabled participants' reflexivity on ICT technologies and their role societal role. The story reflects students' critical perspective on this subject and explores ICT differences between space and time. Special needs students' worked with different tools and resources to compose their video. The storytelling workshop demonstrated its potential to promote learning and social participation in a dynamic and creative way.