"Compuabuelitos"/Technogrands: An Intergenerational Experience Based on Pierre Faure's Pedagogy

Autor/inn/en	Aldaco-Arias, Susana Maria; Silas-Casillas, Juan Carlos
Titel	"Compuabuelitos"/Technogrands: An Intergenerational Experience Based on Pierre Faure's Pedagogy
Quelle	In: International Review of Education, 67 (2021) 4, S.451-474 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aldaco-Arias, Susana Maria) ORCID (Silas-Casillas, Juan Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-021-09906-w
Schlagwörter	Grandparents; Parent Child Relationship; Mexicans; Program Descriptions; Telecommunications; Handheld Devices; Technological Literacy; Intergenerational Programs; Spanish; Intervention; Older Adults; Teaching Methods; Student Centered Learning; Adolescents; Outcomes of Education; Adult Education; Teaching Skills; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Großeltern; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mexikaner; Telekommunikationstechnik; Technisches Wissen; Spanisch; Älterer Erwachsener; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernleistung; Schulerfolg; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Mexiko
Abstract	This article showcases "Compuabuelitos," a Mexican project where teenagers taught their own grandparent (or another elderly person they already knew) basic cell phone technology skills. The Spanish project name conflates "computer" and "abuelitos" [the affectionate term for grandparents], which is difficult to translate, so for this article, published in English, the authors coined the term "technogrands". Many other projects of this kind have been run in schools in other countries with positive results, but the distinctive feature of this particular intervention was that the adolescents received training about older people's needs prior to engaging with their elders. The project was conducted as a course assignment at lower secondary/junior high level in a private K-9 school which implements a learner-centred pedagogical model created by French Jesuit Pierre Faure (1904-1988). This model is based on respecting learners' individual characteristics and pace, and their own self-learning and decision-making capacities. The teenagers applied these principles to the course they taught their third-age learners. The adolescent trainers not only succeeded in helping their trainees achieve learning targets, but also gained a closer relationship with their elders -- and the experience proved to be enjoyable for both parties. The teenagers attributed the accomplishment of their teaching success to their using language which was appropriate for their third-age learners, adapting their teaching style to older people's characteristics and creating a friendly learning environment. Besides being part of the teenagers' curriculum, the project also served as an opportunity for qualitative research into the students' perception of the effect of the project. The authors present their findings organised into the three domains of "perceptions of the third age as a stage in life," "personal relationships" and pedagogical skills. Their analysis of the students' expressions of their experiences draws on the framework of "symbolic interactionism." (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01