Of course, it has not gone unnoticed by attentive contemporaries that the professional, educational and private requirements of the Corona crisis have given a significant boost to the use of digital tools (Gimpel et al., 2020; Reischl & Schmölz, 2020;schulenburg, 2021), which in turn Entry into the digital age (Hilbert & Lopez, 2011) accelerated again. In order to address various hardships, many previously unimaginable things suddenly happened or were learned very quickly. Lifelong learning outside of your comfort zone can happen quickly! The following article does not want to emphasize the precarious learning-promoting aspect of crises, nor does it want to gloss over it, but rather focus on the central prerequisite for acquiring digital skills. These central prerequisites need radical attention if we are serious about the “digital divide” that is also increasing in such crisis-driven, erratic development phases (Büchi et al., 2016; AJ van Deursen & Dijk, 2013; Reiner et al., 2020; Schmölz et al., 2020) want to address the entire population in breadth and depth. With reference to the normative principle: “With information and further training, everyone in the country – regardless of level of education, age or gender – should be able to benefit from digitalization” (BMDW, 2021), there is also a critical awareness of the “third-level digital divide ” (AJAM van Deursen & Helsper, 2015) explicitly. This third-order digital divide shows that Internet technology is more beneficial to people of higher social status, not in terms of how intensively they use the technology, but in terms of what they achieve as a result and profit from that use. The motto “Less is more” can also be true when it comes to the relationship between Internet use and profit.
2023-12-29 01:22:38
#Impulse #report #vocational #training #digital #skills #lifelong #learning #position #assessment #Austrian #perspective
