The ‘digital curious’: first steps towards a new typology for mapping adults’ relationships with others when using ICT

Bencivenga, Rita

doi:10.3384/rela.2000-7426.rela9117

Cited by 6 publications

(6 citation statements)

References 40 publications

(38 reference statements)

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“…As already noted, questions can be promoted by lifelong learning providers. Openness to new experiences and listening to others' experiences, as part of curiosity, are both consistent with previous research as well [18,32,35]. While older adults may approach lifelong learning with varying levels of openness, lifelong learning providers can offer intellectual and social opportunities to satisfy their curiosities [18,21].…”

Section: Lessons In Curiosity For Older Adults and Lifelong Learningsupporting

confidence: 84%

“…They are curious about their internal resources and capacities [34]. Individuals are also socially curious about their social milieu [35,36]. Bencivenga writes of social curiosity, "Curiosity is what pushes the participants [older adults] to interact with others, mainly relatives and friends" *35].…”

Section: Curiosity and Beautiful Questioning In Older Adulthood And Lmentioning

confidence: 99%

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Wisdom and Curiosity Among Older Learners: Elucidating Themes of Well-Being from Beautiful Questions in Older Adulthood

Talmage¹,

Knopf²

2018

obm geriatr

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Background: Wisdom and curiosity require greater attention in the lifelong learning literature pertaining to older adulthood. Lifelong learning can assist older adults in amalgamating wisdom and pursuing their curiosities, but how wisdom is amalgamated and how curiosity is pursued in older adulthood needs more exploration. Methods: This qualitative study investigates subthemes of wisdom amalgamation and curiosity pursuits elucidated from interviews of older adults who participated in a universitybased lifelong learning institute. Specifically, older adults were asked to share their big and beautiful questions with the interviewer in order to develop thick descriptions for analysis. Results: This study highlights nine subthemes of wisdom amalgamation and nine subthemes of curiosity pursuits that can be linked to lifelong learning. Openness, asking questions, and making wise decisions were deemed top subthemes for wisdom amalgamation. Learning about topics, finding purpose and meaning, and asking small and big questions were showcased as top subthemes of curiosity pursuits. Conclusions: This study provides the groundwork for utilizing big and beautiful questions as a research method to explore wisdom and curiosity. The study also highlights salient themes of wisdom and curiosity present in older adulthood, which may tie to overall well-being and quality of life.

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Section: Lessons In Curiosity For Older Adults and Lifelong Learningsupporting

confidence: 84%

Section: Curiosity and Beautiful Questioning In Older Adulthood And Lmentioning

confidence: 99%

Wisdom and Curiosity Among Older Learners: Elucidating Themes of Well-Being from Beautiful Questions in Older Adulthood

Talmage¹,

Knopf²

2018

obm geriatr

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“…National longitudinal surveys on ICT and computer use in Italy are available through ISTAT (the Italian National Institute of Statistics), highlighting that the use of computers and the internet in the older population is increasing since 2001, but the digital skill gap remains. In 2015, 60.4% of users in the age range of 55–59 years old, 45.9% in the age range of 60–64 years old, 25.6% in the age range of 65–74 years old, and only 6.7% of 74 years old and older have used the internet [30].…”

Section: Introductionmentioning

confidence: 99%

Psychological Barriers to Digital Living in Older Adults: Computer Anxiety as Predictive Mechanism for Technophobia

Giacomo

Ranieri

D’Amico

et al. 2019

Behavioral Sciences

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This study aimed to investigate the emotional impact of technology use in an Italian adult population and to detect technophobia. This cross-sectional study was conducted with 117 Italian participants (age range of 50–67 years). Measured variables were computer anxiety and technology use ability. The results revealed technophobia features in the Italian adult population related to inadequate management of technology. One-way analysis of variance and Bonferroni’s post-hoc analysis showed that non-autonomous (p < 0.01), low-frequency (p < 0.01), and feeling-a-need-for-help users (p < 0.01) had higher levels of computer anxiety. Based on our data, although lifelong learning is a powerful digital need, a considerable proportion of the adult population is not digitally skilled, enlarging the gap between young (native digital) and adult (digital and non-digital adults and seniors) populations. Adult inclusivity in digital living is inadequate and likely affects their quality of life. Thus, our findings highlight technophobia as a possible new risk factor for Italian adults because it can affect their daily life through low adherence to digital living; rather than aging successfully, they could develop fragile aging.

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“…Cocquyt et al (2017) referred to digitally illiterate adults as "non-natives". Similarly, Bencivenga (2017) used the terms "non-digital natives" or "analog natives". He uses this term to refer to people born before 1960.…”

Section: Ictmentioning

confidence: 99%

“…"non-digital natives")? Bencivenga (2017) highlighted that several studies regarding older adults' attitudinal shifts to ICT have already taken place. Some of these studies found ICT an aid to older adults, enhancing creativity and promoting personal growth, impacting upon life-long learning, access to information and rehabilitation.…”

Section: Ictmentioning

confidence: 99%

The challenges and opportunities of ICT in WIL

Gerhardt¹,

Mackenzie-Philps

2018

HESWBL

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Purpose Programmes and courses integrating learning and work, captured generally in this paper as work integrated learning (WIL), usually provide flexible and innovative learning opportunities. In a digital age, information and communication technologies (ICTs) can be vital in delivering and enhancing such hybrid forms of WIL. The purpose of this paper is to explore the correlation and trajectory of ICT use among priests in the Church of England in the various forms of WIL. Design/methodology/approach The case study explores ICT use among a sample of Church of England priests by examining initially their use of virtual learning environments (VLEs) such as Blackboard and Moodle in work-based learning (WBL); and assessing the trajectory and correlation to work-related learning (WRL) through their use of social networking/engagement tools such as Facebook and Twitter in continuing professional development courses (CPD). The correlation and trajectory is provided through a document analysis of VLE access and a survey questionnaire. Findings Priests in WBL and priests engaged in WRL (i.e. CPD courses) revealed a correlation in the lack of ICT pervasiveness. With only a minority of priests engaging in further higher education (HE), the familiarity and use of ICT such as VLE platforms stagnated or declined. Correlated with social networking/engagement, priests overwhelmingly cited the “lack of time” as a reason not to engage with social media, however, ICT reluctance caused by fear was the trajectory resulting in a further lack of “ICT pervasiveness”. Research limitations/implications While results may be generalisable among Church of England priests and other faith communities internationally, due to its unique and distinctive parameters, it is not generalisable to the general mature student adult education population. Practical implications The case study highlighted that continued intentional familiarisation and use of ICT within the various forms of WIL programmes and courses among “non-digital natives” would enhance learning. Such learning in WIL would be beneficial for HE programmes addressing e-readiness as a priority. Social implications Specific to the sample case study, considering the importance of community engagement and WIL, this study highlights the challenges and changes required for improved social capital within the field of ICT and adult education. Originality/value No studies have considered the training and education of priests as a WIL case study of ICT “pervasiveness” and self-efficacy.

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The ‘digital curious’: first steps towards a new typology for mapping adults’ relationships with others when using ICT

Abstract: The study described in this article used grounded theory methodology to investigate adults' accounts of their relationships with others when using information and communication technologies (ICT)

Cited by 6 publications

References 40 publications

Wisdom and Curiosity Among Older Learners: Elucidating Themes of Well-Being from Beautiful Questions in Older Adulthood

Wisdom and Curiosity Among Older Learners: Elucidating Themes of Well-Being from Beautiful Questions in Older Adulthood

Psychological Barriers to Digital Living in Older Adults: Computer Anxiety as Predictive Mechanism for Technophobia

The challenges and opportunities of ICT in WIL

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