Technology, the 21st Century Workforce, and the Construct of Social Justice

2013 ◽  
pp. 56-75
Author(s):  
Marianne Robin Russo ◽  
Valerie C. Bryan
Keyword(s):  
Social Justice ◽  
Digital Divide ◽  
21St Century ◽  
Technology Use ◽  
Adult Learner ◽  
Economic Status ◽  
Social Constructs ◽  
Ict Use ◽  
Use Of Technology ◽  
Class Hegemony

Although there is current research describing ICT use in the 21st century as it relates to workforce needs, there are factors to examine regarding the adult learner that can help offset barriers to ICT involvement. And, factors that may determine success in the cyber community could be due to age, gender, ethnic, and racial disparities regarding ICT use and its ultimate impact on occupational deprivation. Technology is advancing at a geometric pace, and the adult learner must traverse this digital divide. Understanding this overlap, the nature and frequency of technology use by the adult learner will help more effectively: a) blur the lines of social constructs in an attempt to mitigate class hegemony; b) mitigate future occupational problems when employment and economic needs depend on ICT knowledge; c) understand and avoid barriers that create digital disparity so group membership in the cyber community is fostered and maintained; and, d) gain more of a political voice. The focus of this chapter is to assess how traditionally disadvantaged groups currently navigate technology, and the changes that must take place to lessen this digital divide. If barriers to ICT can be determined, this will have subsequent implications on the workforce potential within these disenfranchised groups. This chapter proposes a larger implication, one of a link between ICT use and social justice for specific groups. It is imperative that these groups widen their horizons with the use of technology, not just to improve economic status, but to understand that technology and government structures are inextricably tied, having an ultimate effect on democracy.

scholarly journals The Effect of Technology Use in Reducing Social Isolation or Loneliness in Older Adults: A Systematic Review

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 927-927
Author(s):  
Yoon Chung Kim ◽  
Gail Kohn ◽  
Carenado Davis ◽  
Pamela Saunders
Keyword(s):  
Systematic Review ◽  
Older Adults ◽  
Social Isolation ◽  
Technology Use ◽  
Economic Status ◽  
Critical Factor ◽  
Effective Strategies ◽  
Phone Calls ◽  
Use Of Technology ◽  
National Emergency

Abstract The US population over 65 is projected to increase to 21% by 2050. Given mobility issues arising from health concerns, economic status changes, loss of friends and partners, older people are at a higher risk for social isolation and loneliness. Since the declaration of national emergency for COVID-19 on March 13, 2020, many older adults have not been able to connect with others in traditional ways. Instead, activities and contacts have been facilitated virtually via videoconferencing or phone calls to maintain physical and social distance. Amidst COVID-19, the transition to using technologies to connect socially and reduce loneliness has been a critical factor in preventing social isolation and loneliness. Identifying effective strategies involving the use of technology, designing new ways to deliver services virtually, and developing educational programs to promote technology is vitally necessary. This systematic review explored the relationship between technology use and social isolation or loneliness, and examined interventions that reduced social isolation in older adults. A unified strategy was used to systematically search seven databases (MEDLINE, PubMed, Embase, CINAHL, Web of Science, PsycInfo, and AgeLine) to examine qualitative and quantitative studies published in English between 2010 and 2020. Preliminary results indicate that technology can alleviate social isolation and loneliness in older adults despite some mixed results. The findings of this study will provide a foundation for policymakers and practitioners to shape policies and design programs that help older adults to alleviate social isolation and loneliness, particularly amidst the COVID-19 pandemic.

scholarly journals ICT Use and Digital Inclusion among Roma/Gitano Adolescents

2019 ◽  
Vol 7 (1) ◽  
pp. 22-31 ◽  
Author(s):  
Maialen Garmendia ◽  
Inaki Karrera
Keyword(s):  
Digital Divide ◽  
Research Strategy ◽  
Industrial Society ◽  
Digital Inclusion ◽  
Ict Use ◽  
Use Of Technology ◽  
The Social ◽  
Online Behaviour ◽  
Digital Exclusion ◽  
Post Industrial

This article analyses the way in which the digital divide affects Roma/Gitano minors. This ethnic group is a paradigmatic case among socially underprivileged groups in Spain; excluded from industrial society, they appear to be facing a similar situation in the post-industrial era. We, therefore, sought to explore the digital experiences of minors from this group in order to study social and digital exclusion/inclusion among them. The research strategy took a comprehensive approach, covering both offline and online behaviour. We focused on the results of fieldwork undertaken in Spain during 2017. In all, interviews were conducted with 17 adolescents (aged 11 to 18) as well as with several social workers who were providing support to the minors. Given that the use of technology has become a prerequisite for the welfare of children and for the development of their rights, the issue tends to centre on three main areas, commonly known as the three Ps: provision, participation, and protection. As such, the analysis of inequality was based on these areas. The findings presented in this article illustrate that the use of ICTs can contribute to empowering Roma/Gitano adolescents to improve the position they occupy as a group in the social structure.

Paulo Freire’s Liberatory Pedagogy

2011 ◽  
pp. 136-148
Author(s):  
James C. McShay
Keyword(s):  
United States ◽  
Social Justice ◽  
Digital Divide ◽  
Technology Use ◽  
The United States ◽  
Decision Makers ◽  
Critical Multiculturalism ◽  
Technology Access ◽  
History Of ◽  
The U.S

This chapter explores why there is a need for scholars to not only systematically couple discussions about technology use along with technology access, but ground their inquiries in a theory of critical multiculturalism as they seek to fully understand ways for minimizing the digital divide. In order to help explain why using this critical framework is important, this discussion is set against the historical backdrop of the country of Brazil whose past in many ways parallels the United States with regard to its history of oppression and servitude of people based upon their racial heritage. Moreover, this work provides a brief discussion of Paulo Freire’s work with African Brazilians and how he helped them to develop critical understandings about how hegemonic structures limited the extent to which they were able to experience their own humanity. This chapter draws from the historical experiences of African Brazilians as a way to deconstruct how issues of technology and educational inequalities are examined in the U.S. The author of this chapter claims that if U.S. educators are to help prepare students to become productive and reflective decision-makers, they must first acquire tools for understanding their own social realities and learn ways for re-creating them to reflect the ideals of democracy and social justice. Furthermore, the author made calls for educational scholars develop a new language that captures the spectrum of questions at the center of the digital divide debate concerning access and use, but also foregrounds issues of liberation, agency and social change.

De Facto Segregation and the Digital Divide

2021 ◽  
pp. 145-160
Author(s):  
Fawzia Reza
Keyword(s):  
United States ◽  
Critical Thinking ◽  
Learning Environment ◽  
Digital Divide ◽  
21St Century ◽  
Economic Status ◽  
The United States ◽  
Playing Field ◽  
Socio Economic Status ◽  
De Jure Segregation

While de jure segregation is illegal in the United States, many school systems still enforce a form of de facto segregation, based on various factors including socio-economic status. This causes disparity in educational outcomes, especially when examined through the lens of skills identified by the partnership for 21st century learning (i.e., critical thinking, communication, collaboration, and creativity). A digital divide, which has been created by unequal access to technology, is directly responsible for an uneven playing field for disadvantaged students, and the COVID-19 crisis has exacerbated existing inequalities. Suggestions regarding how to reduce the digital divide are shared; implementing these might create a more equitable learning environment for all students.

scholarly journals Technology Use, Technology Views: Anticipating ICT Use for Beginning Physical and Health Education Teachers

10.28945/3093 ◽  
2007 ◽  
Author(s):  
Lori Lockyer ◽  
John Patterson
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Health And Physical Education ◽  
Australian Health ◽  
Ict Use ◽  
Everyday Practices ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Physical And Health Education ◽  
National Initiative

In Australia, the national initiative known as Learning in an Online World, focuses school jurisdictions across the country meet the challenge of achieving the national vision of all schools “... confidently using ICT in their everyday practices to improve learning, teaching and administration” (MCEETYA, 2005, p. 3). One strategy in reaching this goal is the effective preparation of pre-service teachers to use and integrate technology in their teaching and learning practices. This article reports on a research study that aimed to explore the issue preparation for use of technology in teaching by understanding the current and anticipated technology usage for Australian health and physical education pre-service teachers.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

Strategic Innovation and Service Delivery in Public Universities in Kenya: A Case of Kenyatta University

2019 ◽  
Vol 3 (III) ◽  
pp. 199-211
Author(s):  
Stella Gati Maroa ◽  
Mary Namusonge
Keyword(s):  
Regression Analysis ◽  
Service Delivery ◽  
Diffusion Of Innovation ◽  
Technology Use ◽  
Public Universities ◽  
Policy Objective ◽  
The Public ◽  
Strategic Innovation ◽  
Use Of Technology ◽  
The Government

Strategic innovation is a strategic tool that can be used to align the institution’s resources and capabilities with opportunities in the external environment in order to enhance survival and long term success of the organization.  Innovation promotes use of technology consequently impacting positively on service delivery. Public universities reforms have been a necessary and on-going policy objective for the Government of Kenya. Innovation as one of the approaches to the reforms is intended to induce an overhaul the public university system to better serve the needs of both government and the citizens with improved delivery of public services. In Kenya technology in public institutions has not been effectively used to enhance service delivery more so institutions where technology use has been embraced, its impact on service delivery has not been assessed effectively. This study applied the institutional theory, diffusion of innovation theory and stakeholders theory of management to determine how strategic innovation at Kenyatta University impacts on service delivery. The general objective of this study therefore was to determine the effect of strategic innovation on service delivery in Kenyatta University. Specific objectives included finding out the influence of eLearning, online student registration and use of e-messaging services on service delivery in Kenyatta University. A population of 72,000 students admitted to Kenyatta University was used from which random sampling was conducted to a sample of 200 students using Nassiuma’s formula. Data was collected by disbursing physically the questionnaires to the students. Descriptive and regression analysis was conducted using SPSS 22 to provide findings on the study. The study conducted a multiple regression analysis to estimate the model for the study. The study had a coefficient of correlation R of 0.912 an indication of strong of correlation between the variables and a coefficient of adjusted R2 was 0.814.This means that there was a significant correlations between the variables and service delivery at Kenyatta University however other factors that are not considered in the research paper contribute approximately 18.6% of the service delivery at Kenyatta University. Therefore, a very extensive further research is highly required to investigate and come up with other factors of the viability to service delivery at Kenyatta University. The study concluded that the strategic innovation of the public universities ranges from the products and services offered and is determined by the technology that is revolutionizing the current global world and has improved the service delivery at Kenyatta University. A strategic innovation brings a lot of advantages and has a great impact on human and business daily life. Therefore, strategic innovation development is the best choice in helping higher institution of learning stay on track.

16Up: Outline of a Study Investigating Wellbeing and Information and Communication Technology Use in Adolescent Twins

2020 ◽  
Vol 23 (6) ◽  
pp. 345-357
Author(s):  
Brittany L. Mitchell ◽  
Katherine M. Kirk ◽  
Kerrie McAloney ◽  
Margaret J. Wright ◽  
Tracey A. Davenport ◽  
...  
Keyword(s):  
Mental Health ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Technology Use ◽  
Health Resources ◽  
Physical And Mental Health ◽  
Ict Use ◽  
Hair Samples ◽  
Information And Communication ◽  
Study Participants

AbstractThe ‘16Up’ study conducted at the QIMR Berghofer Medical Research Institute from January 2014 to December 2018 aimed to examine the physical and mental health of young Australian twins aged 16−18 years (N = 876; 371 twin pairs and 18 triplet sets). Measurements included online questionnaires covering physical and mental health as well as information and communication technology (ICT) use, actigraphy, sleep diaries and hair samples to determine cortisol concentrations. Study participants generally rated themselves as being in good physical (79%) and mental (73%) health and reported lower rates of psychological distress and exposure to alcohol, tobacco products or other substances than previously reported for this age group in the Australian population. Daily or near-daily online activity was almost universal among study participants, with no differences noted between males and females in terms of frequency or duration of internet access. Patterns of ICT use in this sample indicated that the respondents were more likely to use online information sources for researching physical health issues than for mental health or substance use issues, and that they generally reported partial levels of satisfaction with the mental health information they found online. This suggests that internet-based mental health resources can be readily accessed by adolescent Australians, and their computer literacy augurs well for future access to online health resources. In combination with other data collected as part of the ongoing Brisbane Longitudinal Twin Study, the 16Up project provides a valuable resource for the longitudinal investigation of genetic and environmental contributions to phenotypic variation in a variety of human traits.

Sign in / Sign up

Export Citation Format

Share Document