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Intergenerational learning and digital technologies: new perspectives from research

Research output: Contribution to Journal/MagazineEditorialpeer-review

<mark>Journal publication date</mark>09/2014
<mark>Journal</mark>Education and Information Technologies
Issue number3
Number of pages3
Pages (from-to)469-471
Publication StatusPublished
Early online date9/07/14
<mark>Original language</mark>English


Although learning for individuals is now conceived as being lifelong in terms of practice and needs, nevertheless, learning is often still structured through a series of institutions, concerned with supporting certain age groups or phases of learning need. So, schools support those from perhaps 4 to 18 years of age; universities and further education colleges support those from about 18 to 25 years of age (although increasingly this range is lengthening and can include those up to 70 years of age or beyond); workplaces support learners often within an age range from 18 to 65 years; and retirement facilities support learners who might be aged from say 55 years upwards. Within these ‘institutions’, a mixture of old and young people are often encountered: learners and teachers; learners and tutors; apprentices and ‘masters’; supporters and retirees. In any of these ‘institutions’, digital technologies are likely to be found; and increasingly digital facilities are being used to support learning practices.