The idea for this book came about as a result of the ICT Guides project, which was funded by the Erasmus+ programme . The project was carried out in 2015-2018 in Gothenburg (Sweden), Berlin (Germany), Madrid (Spain) and Sheffield (United Kingdom). The cities identified for the project all have a relatively high percentage of young school students with immigrant backgrounds. This group of Europeans in particular are at risk of early school leaving, and are over-represented in terms of unemployment. The book addresses the issue of information and communication technology (ICT) use in an…mehr
The idea for this book came about as a result of the ICT Guides project, which was funded by the Erasmus+ programme . The project was carried out in 2015-2018 in Gothenburg (Sweden), Berlin (Germany), Madrid (Spain) and Sheffield (United Kingdom). The cities identified for the project all have a relatively high percentage of young school students with immigrant backgrounds. This group of Europeans in particular are at risk of early school leaving, and are over-represented in terms of unemployment. The book addresses the issue of information and communication technology (ICT) use in an educational environment, and presents research results from the ICT Guides project. In order to discuss how ICT can be used as a means to prevent early school leaving among immigrant youth, this book explores the literature on how learning can be understood in the intergenerational context (Chapter 1); what the challenges are in preventing early school leaving (Chapter 2), and the prospects for ICT in education (Chapter 3). Finally, we present the findings of an empirical study on intergenerational learning with the use of information and communications technology (Chapter 4). As reports on youth in Europe show, young immigrants are most at risk of social exclusion. Employment is a strong protective factor against the risk of poverty, and - as identified in the EU 2020 strategy - one of the most important targets for a smart, sustainable and inclusive Europe. Immigrant youths suffer from having an incomplete education, partly because of the economic crisis in Europe, and partly because of the military conflicts and strife in places such as Syria and Afghanistan. Our findings highlight the fact that ICT-supported learning is a significant sociocultural platform for knowledge exchange, at the same time reducing intergenerational and cultural distance. It helps work toward the common good, creates a sense of belonging and ensures mutual support, and encourages better understanding and harmonious coexistence between young immigrants and older citizens. The function of ICT in intergenerational learning is changing, from serving as its catalyst to facilitating its participants' learning about each other.
Marcin Rojek, Ph.D, is a researcher, lecturer and teacher trainer at the University of Lodz, Faculty of Educational Studies. His research interests is learning process, especially intergenerational learning, learning in the work place and teachers¿ work-related learning. He is a author of several articles on this issue and one book. He is a member of editorial board of Journal of Mixed Method Studies, and member of the Commission for the Development of Teaching Methods of the University of Lodz. He coordinates the university cooperation with employers, business, social environment and graduates. Four times he participated in the Erasmus International Pedagogical Summer Schools and was involved in the implementation of six Polish and international educational projects in Erasmus+ programme. Joanna Leek, Ph.D, is an adjunct at the University of Lodz, Faculty of Educational Sciences, Poland. Since 2006 she works as researcher and academic teacher at University of Lodz. She is an author and co-author of papers published in international, national journals and books on the theory and practice of international education, peace education, citizenship education, functions of school curricula and programmes¿. She participates in European and national funding research projects where she paid attention on how students and teachers can develop their leadership, and the empowerment of youth in and out of school activities, what are teaching practices, principles, methods in relation to teaching programmes and curricula, and what are experiences of teachers and students with their national programmes. Petr Svoboda, Ph.D., Czech Technical University in Prague, Masaryk Institute of Advanced Studies. Deputy Head of Department of Pedagogical and Sociological Studies. Assistant Professor. Teaching of informatics and information and communications technology in the field of education. Guarantor of further education of school teachers. He is an author and co-author of papers on the theory and practice of using digital technology in education and digital competences. Scientific ¿ research activities including professional management of the research team, internal and external cooperation with other universities and professional organizations. Application of new methods and forms of education.
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