Digital Literacy for Older Adults: perceptions about teaching-learning

Authors

Keywords:

Digital Literacy, Older Adults, Teaching-Learning.

Abstract

Digital literacy programmes for the elderly propose to expand digital skills and competences; yet, knowledge about the methodological and teaching approaches in these interventions is scarce. The study aimed to verify the optimising factors in the teaching-learning process in digital literacy programmes for older adults, based on students’ perceptions. Using the content analysis technique, two main categories were identified among the contributions of 278 participants. It was concluded that the human aspects should be valued by the instructors in the teaching-learning process for older-adult students, mainly, by demonstrating the qualities of being patient, calm and attentive.

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Author Biographies

Karina de Lima Flauzino, Universidade de São Paulo (USP), São Paulo/SP

Karina de Lima Flauzino is a master’s student in Gerontology at the University of São Paulo (EACH/USP). She is a specialist in Political Psychology, Public Policies and Social Movements and a Bachelor in Gerontology from EACH/USP.

Maria da Graça Campos Pimentel, Universidade de São Paulo (USP), São Paulo/SP

Maria da Graça Campos Pimentel is a Full Professor at the Institute of Mathematical and Computer Sciences, University of São Paulo (USP). She holds a PhD in Computer Science from the University of Kent at Canterbury and a master’s in Computer Science and Computational Mathematics from USP.

Samila Sathler Tavares Batistoni, Universidade de São Paulo (USP), São Paulo/SP

Samila Sathler Tavares Batistoni is a Professor at the School of Arts, Sciences and Humanities, University of São Paulo. She holds a PhD in Education and a master’s in Gerontology from the University of Campinas (UNICAMP).

Isabela Zaine, Universidade de São Paulo (USP), São Paulo/SP

Isabela Zaine holds a post-doctoral degree from the Institute of Mathematical and Computer Sciences, University of São Paulo, as well as a PhD and a master’s in Psychology from the Federal University of São Carlos.

Lilian Ourém Batista Vieira, Universidade de São Paulo (USP), São Paulo/SP

Lilian Ourém Batista Vieira holds a master’s in Gerontology from the School of Arts, Sciences and Humanities, University of São Paulo. She is a Bachelor in Phonoaudiology from São Camilo University Center and a specialist in Clinical Audiology from the Santa Casa de Misericórdia de São Paulo. 

Kamila Rios da Hora Rodrigues, Universidade de São Paulo (USP), São Paulo/SP

Kamila Rios da Hora Rodrigues is a Professor at the Institute of Mathematical and Computer Sciences, University of São Paulo. She holds a PhD and a master’s in Computer Science from the Federal University of São Carlos

Meire Cachioni, Universidade de São Paulo (USP), São Paulo/SP

Meire Cachioni is an Associate Professor at the University of São Paulo. She holds a post-doctoral degree in Education from the University of Campinas (UNICAMP), as well as a PhD in Gerontology and a master’s in Education from UNICAMP.

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Published

2021-01-26

How to Cite

Flauzino, K. de L., Pimentel, M. da G. C., Batistoni, S. S. T., Zaine, I., Vieira, L. O. B., Rodrigues, K. R. da H., & Cachioni, M. (2021). Digital Literacy for Older Adults: perceptions about teaching-learning. Educação & Realidade [Education & Reality], 45(4). Retrieved from https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/104913

Issue

Vol. 45 No. 4 (2020)

Section

Articles

License

This journal uses Creative Commons license Attribution 4.0 International (CC BY 4.0).

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