THE GREEK EXPERIENCE OF ICT APPLICATION FOR ADULT LEARNERS TRAINING AT SECOND CHANCE SCHOOLS

Abstract

The urgency of the problem is due to the powerful growth of new technological environments, where ICTs play a central and all-encompassing role, permeating all aspects of modern social life. ICTs are also seen as a driving force for increasing adult participation in lifelong learning and learning initiatives. The aim of the article is to analyze the Greek experience of using ICT in the process of adult learners’ training at Secondary Chance schools. To implement the goals and objectives of the study, we used the method of content analysis. The results of the research indicated the presence of original approaches to the methods of teaching and developing ICT skills, the habits of adult learners’ training during digital literacy sessions at Secondary Schools; adaptation and transformation of adult course material by educators in accordance with the needs and desires of adult learners by choosing the open-ended social-life material. Thus, the individuality of the students who came to study at Second Chance Schools with different life experiences was provided with innovation to the social conditions in which it was created, helping students formulate their own creativity, needs and desires. The aim of the article is to analyse the Greek experience of using ICT in the process of adult learners’ training at Second Chance schools. The task of the study consists in a deeper understanding of the features of the formation of digital literacy in adult learners, reflects the educational reality of the Hellenic Republic on the example of the functioning of Second Chance schools. It is revealed that the use of ICT is mainly focused on the development of technical and social skills of adult learners in the field of ICT, with the application of certain elements of interdisciplinarity. It was proved that during the ICT sessions the training was more active for both teachers and adult learners at different levels: they developed philosophical and pedagogical knowledge, and the teachers received further technical knowledge and skills and knowledge about the use of ICT in their everyday lives. Summarizing the results of this study, it should be noted that adult educators are people with special characteristics and features about digital literacy and educational activities. These findings can be useful in developing, organising and implementing adults’ ICT courses in the context of Second Chance Schools and other Southern European regions; to address the above issues to reorient future policies and strategies for adult digital literacy and the integration of ICTs at Second Chance Schools.