Digital literacy of older women with smartphonesa dialogic approach to overcoming barriers

  1. Tellado , Itxaso 1
  2. Girbés-Peco, Sandra 2
  3. Joanpere-Foraster, Mar 3
  4. Burgués-Freitas, Ana 4
  1. 1 University of Vic-Central University of Catalonia
  2. 2 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  3. 3 Universitat Rovira i Virgili
    info

    Universitat Rovira i Virgili

    Tarragona, España

    ROR https://ror.org/00g5sqv46

  4. 4 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

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Revue:
Research on Ageing and Social Policy: (RASP)

ISSN: 2014-671X

Année de publication: 2024

Titre de la publication: January

Volumen: 12

Número: 1

Pages: 44-61

Type: Article

DOI: 10.17583/RASP.13864 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Research on Ageing and Social Policy: (RASP)

Résumé

La literatura científica proporciona evidencia de que el uso frecuente de dispositivos móviles con acceso a Internet por parte de las personas mayores contribuye a su autonomía, capacidad de independencia y a mantenerse conectados, lo que repercute en una mejor calidad de vida y salud. También existen evidencias que la exclusión digital en el uso de teléfonos inteligentes afecta principalmente a las personas mayores, especialmente a las mujeres con habilidades académicas limitadas. Sin embargo, hay muy poca investigación sobre experiencias dialógicas exitosas en la alfabetización digital de mujeres mayores con teléfonos inteligentes. Este estudio de caso ayudará a llenar ese vacío, recopilando las percepciones de las mujeres participantes (de 74 a 90 años) y de las educadoras de un curso de alfabetización digital con teléfonos móviles que se desarrolló durante dos cursos académicos. Se analiza el impacto en la autonomía y las relaciones sociales en el marco del aprendizaje dialógico, además de identificar las características que podrían ser transferibles a otros contextos. Los principales resultados muestran que el enfoque dialógico del curso ha contribuido a crear un ambiente de aprendizaje basado en interacciones de ayuda mutua, superando el miedo inicial al uso de estos dispositivos, desarrollando las competencias básicas para su uso diario y permitiendo a las participantes estar más conectadas con la familia y amistades.

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La source de données: Dialnet