A Qualitative Case Study Focusing on the Relationship of Biography, Education, and ICT Use of Older Adults

Autor/inn/en	Klank, Christina; Himmelsbach, Ines; Doh, Michael
Titel	A Qualitative Case Study Focusing on the Relationship of Biography, Education, and ICT Use of Older Adults
Quelle	In: Educational Gerontology, 49 (2023) 5, S.375-386 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klank, Christina) ORCID (Himmelsbach, Ines) ORCID (Doh, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2023.2209447
Schlagwörter	Case Studies; Older Adults; Females; Educational Attitudes; Information Technology; Personal Narratives; Self Concept; Decision Making; Correlation; Prediction; Learning Processes; Psychomotor Skills; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Älterer Erwachsener; Weibliches Geschlecht; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Informationstechnologie; Erlebniserzählung; Selbstkonzept; Decision-making; Entscheidungsfindung; Korrelation; Vorhersage; Learning process; Lernprozess; Psychomotorische Aktivität; Ausland; Deutschland
Abstract	This qualitative biographical case study presents the case of 79-year-old Mrs. Blade and her attitude toward education and ICT (information and communication technology) use. A biographical-narrative interview with additional PCI questions was conducted. Material was analyzed using the approach of 'reconstruction of narrative identity'. The case itself is portrayed with a focus on biographical, educational and learning patterns. Results indicate that biographical relevance is an individual key factor for not only educational but also lifelong decision-making. If the relationship between biography, education, and learning is put into perspective with ICT use and if no biographical link can be found, it results that there is no further engagement with ICT. This leads to the hypothesis that by linking biography, education, and learning, predictions on technology use can be made. Future research should address whether this biographical pattern represents a specific type of technology nonuse and therefore can be expanded and what other patterns exist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01