Original scientific paper
Impact of information and communications technology on education of adults with disabilities
Ivana Batarelo Kokić
orcid.org/0000-0002-8830-6252
; Faculty of Humanities and Social Sciences, University of Splitu, Split, Croatia
Tamara Kisovar-Ivanda
; Department of Teachers' and Preschool Teachers' Education, University of Zadar, Zadar, Croatia
Abstract
The adult learning theories do not agree on the usability of andragogy principles in education of adults with disabilities: while some theoreticians find these principles to be useful, others believe that adult education theoretical framework does not provide sufficient guidelines for education of people with disabilities. Theoretical framework of lifelong learning, which is an important part of adult learning theories, assures additional elements for explanations on information and communications technology use in education of adults with disabilities. In this work we present and empirically review theories of information and communications technology use in education of adults with disabilities. Empirical review confirms theory on efficiency of ICT technology use in education of adults with disabilities. The main contribution of this work is a new classification of information and communications technology use in education of adults with disabilities, where focus is not on a type of technology used or a type of disability that an adult person has. New classification is based on the following elements: (1) learning content and learning methods in an adult learning environment, (2) assistive technology in learning and teaching of adults with disabilities, and (3) technology which adults with disabilities use for work.
Keywords
the adult learning theory – andragogy; information and communications technology; adults with disabilities
Hrčak ID:
136107
URI
Publication date:
11.3.2015.
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