USING DIGITAL TECHNOLOGIES IN SOCIAL ENTREPRENEURSHIP

159.1 Importance of education in the Information Society

If we talk about the information society, we can find six analytically separable definitional approaches that appear (Kováč, 2013, ISTE, 2007). The first and most common definition of a right to information and communication technologies. Technology in this approach to define and develop information society. Economic approach uses the term Information Society to describe a situation in which a business with information on the major share of GDP. Employee access is closely related to Bell's theory of post - industrialism. Bell's book The Coming of Post-Industrial Society (1973) introduced the concept of the information society very first time and defined it as such, where most employment based on information work (lawyers, teachers, scientists, etc.). Time - spatial definition emphasizes the effects of the new organization of time and space and other changes, such as the ability to communicate in real time across the planet. Theoretical approach emphasizes that the information society is one in which the dominant theoretical knowledge (Green, 2007).

If we think of these analytically distinct definition criteria, easy to spot, they work together in today's society and it also converts together. We also found that none of the definitions entered into by its very nature, the absence of ICT. The information society is based on the historical development of capitalism and industrial society. This stage of development was achieved just through the introduction and use of technology throughout society. Let us focus now on some of the changes that occurred with the advent of the information society and put pressure on the transformation of the educational system and the whole concept of education (Zounek, 2009). Changes can be divided into economic and social so that we can direct them to draw economic and social arguments for introducing ICT into education. Not only is education training for future employment, but also to life in society (Zounek, 2012).

In the economic sphere has been deepened specialization of individual professions and increased dependence on the expert knowledge. In the information society leads to faster changes, manage exponential technological development. Economic pressures on the education and training systems are thus characterized by the need of the individual for life repeatedly deliver highly specialized knowledge (Gubalová, 2006). The economy is global in nature and trade relations are closely intertwined. Store in a modern economy requires in particular the ability to work with information and communicate with an important role time. Technology, however, apply only as a means of communication and source of information but also as a working tool. In the social sphere we can talk about two sources of pressure for introducing ICT into education. The first is the State itself, which introduces to its operation, a variety of processes dependent on the use of ICT. Concepts such as electronic government (e-government), electronic health (e-health), electronic commerce (e-commerce) and others have succeeded in policies at both national and international level. The ability to use these services and their potential, of course, depends on the information literacy of the population of individual countries. The second source of social pressure is the users themselves. Technologies are widespread in developed countries and begin to discover the deep divide between those who have access to them and can take advantage of them, and among those who do not have this option. This phenomenon in professional sociological literature and in the general political discourse called digital divide (Velšic, 2011). Research confirms that limited or no access to technology are primarily groups which are already in the company in some way marginalized (poor, the unemployed, minorities, etc.). Just introduction of ICT in education can be the problem arising in the information society partly mitigated by providing equal opportunities in access to technology at least through modern technologies.

1.1 Information society and the transformation of education

According to analysts, the OECD, we can distinguish three sets of reasons to introduce ICT in education:

• 
  Economic,
  
• 
  Social,
  
• 
  Education (ISTE, 2007).
  

Economic reasons focus on the needs of the economy that needs more and more employees with the skills to handle the technology. Knowledge of ICT thus becomes one of the basic assumptions of employability. Nations that are aligned with the advent of the information society the best will in the global economy also thrive best. Social pressures are based on the fact that the technologies are becoming a prerequisite for participation in social life. According to the OECD report even digital literacy a requirement of a right for all learners. The company distributes yet the more, the more is increasing online applications for public affairs.

Tab. 1: Development of educational systems under the influence of ICT applications.

Variable	Traditional model	Modern model
Role of teacher	Expert Facts	Collaborator Source
Teaching	Aimed at teachers	Aimed at student
Criteria for success	Demonstration of competence	Demonstration of progress and personal skills
Evaluation	Based on test	Based on the student's performance in real task
Educational paradigm	Content oriented Teacher oriented	Process oriented Student oriented
Grouping	Homogeneous	Heterogeneous
Student activities	Personal work	Teamwork

Source: UNESCO, ICTs in Education for People with Special Needs, 2006

So how education and training system under the pressure of information society change? UNESCO publication describes the changes in education related to the advent of the information society as follows (Green, 2007)

• 
  In the information society becomes significantly shorter life knowledge,
  
• 
  For greater specialization of knowledge, the necessary work in teams,
  
• 
  The citizens need to be prepared for lifelong learning, be involved in team and project work as basic education,
  
• 
  Innovation in education is essential if we are to meet the new demand. These innovations should have a strong educational focus on teaching and student-oriented educational approaches supported by ICT, where the teacher plays the role of a coach.
  

Another study ISTE (2007) find a more detailed analysis of the impact of the development of the information society for education. Transforming Perceptions of literacy is a shift from memorizing and learning the facts and rules to emphasize the ability to find the facts, and I can imagine choice. This puts pressure on education systems, after which the desired development of the personality of students, new teaching strategies, new educational content and transforming the role of teacher and pupil. One of the biggest changes in education that is often described as: general shift from teaching to learning (BESI, 2004). In other words, the displacement of a content-based instruction to the process-oriented teaching. Learning is no longer on the collection, production and reproduction of data, but the construction of mental representations of meanings of strategies to compare, combine and transform knowledge. This is a shift from static to dynamic, from product to process education in the Information Society is of many new attributes which we have in previous stages of developing the system sound. One of the most important is the above-mentioned concept of lifelong learning and the whole idea of education "anyone, anytime, anywhere." That anyone, anytime, anywhere" Moreover in the current sense to go into the "exactly what is needed precisely to those who need it." Variable environment of the information society as well as changing demands on the skills of their workers, create demand for institutions that will be able to meet these requirements throughout their lives and not only for a limited educational process. In the education system so creating new institutions such as called. virtual universities, which can be completed through ICT without regular attendance (Green, 2007).

With the advent of the information society has increased pressure on the fully equipped schools and supports them in the use of ICT. Schools and educational institutions require functioning as hardware and operating software and courseware. The trend is the use of ICT across many subjects in schools of all levels. This means that the technology already occur only in specialized classrooms, but in standard classrooms, where they serve to teach no informatics subjects. With exaggeration we can say that the school thus becomes small technology centers. Although it might seem that argument Director of Slovak elementary schools in laughter, rector high school has certainly not. Computers have moved into classrooms, halls, libraries and laboratories, and become an instrument of productivity as well as communication points.

Application of the principles of the information society is education related to the development of alternative forms of education, says Zounek (2012). Examples include e.g. virtual university and other forms of distance education. However, the authors recall the content changes in education:

• 
  Changing attitudes to factual - the application of information technologies leads to a revision of the various curricula in terms of quantity and purpose of factual data to be reminded.
  
• 
  Emphasis on analytical skills - ICT enables dramatically gathering of more information than was possible using conventional techniques. The more serious and important task became analyze and interpret this data.
  
• 
  Application of teamwork and project-based approach - developing the ability to work in a team is a prerequisite for creating virtual companies. Project-based learning then cancels sharp boundaries between subjects (disciplines) and bring learning to the real application of the acquisition of skills and knowledge.
  

1.1 E-inclusion as a social movement

The term e-Inclusion we mean a set of activities designed to eliminate the existing digital divide in society is the difference between those who have access to modern information and communication technologies, as well as the skills and abilities to use them and those who have access and have the necessary skills. E-Inclusion is part of the process of social inclusion. Its aim is to create a European information society for all (European information society for all), as defined by the European Union in its strategic documents concerning the information society (Gubalová, 2009). e-Inclusion basically means that no one will be denied the opportunity to use the opportunities and benefits of the information society - whether because of age, health disability, education, social situation, geographic location (geographic disadvantage rural areas), and the like. Highlights of e-Inclusion can include:

• 
  e-Accessibility (e-Accessibility) - make the application of information and communication technology (ICT) accessible to all, including people with "special needs" (i.e. for people disadvantaged),
  
• 
  e-Competences (e-Competences) - within a lifelong learning system to provide citizens with the knowledge, skills and abilities necessary to increase social inclusion, employment and quality of life,
  
• 
  Current e-Inclusion (Geographical e-Inclusion) - using ICT to enhance social and economic situation of people living in rural areas, geographically and economically disadvantaged areas.
  

Inclusive eGovernment - to provide better, more accessible and diverse government services to all in order to increase the use of ICT and participation of citizens in the democratic processes (http://portal.egov.sk). Index (DESI - Digital Economy and Society Index) is an index that summarizes the performance of digital Europe and follows the development of the EU Member States in digital competitiveness. DESI encompasses five major components:

• 
  Connectivity broadband infrastructure and quality, access to fast broadband services is a prerequisite for competitiveness,
  
• 
  Human Capital and digital skills necessary to maximize the opportunities offered by digital society. This is a basic user skill that enables individuals to communicate on-line, for example. ordering of goods and services, to advanced skills that empower employees to use technology to enhance productivity and economic growth,
  
• 
  Use of the Internet and the ability to perform routine operations on-line, these activities range from the consumption of online content (video, music, games, etc.), and the active use of online banking,
  
• 
  The integration of digital technologies in enterprises and used under the direct online sales channels, improving access to a wider market of potential customers and business partners.
  

Fig. 1: Digital Economy and Society index by main dimensions

Source: Compiled by the author, based on http://www.europeandigitalforum.eu/

Fig. 2: The Digital Economy and Society Index improved from 2014 to 2015



Source: Compiled by the author, based on http://www.europeandigitalforum.eu/

Despite these positive results the digital divide is still present and becomes a new type of distribution companies. On the edge of an imaginary digital divide stands for several years older, less educated, less qualified, economically inactive (pensioners, unemployed), underprivileged and rural population. Bridging the digital divide could help members of disadvantaged social groups to more equal participation in the digital society (including e-learning, e-government, e-health) and compensate for the fact that they are disadvantaged, increased employment opportunities. Digital development is uneven across the European Union; in 2015 the total score of the worst performing EU countries was less than half the score of the best performing countries. The digitization of public services is an area where we can see most fragmentation. European countries are doing likewise with regard to the use of the Internet, for example. Citizens have similar online position as soon as they have the ability to benefit from digital technologies. According to the performance, countries can be grouped into high, medium and low performance clusters: Denmark, Sweden, the Netherlands and Finland can be regarded as the most powerful country. Belgium, Germany, Estonia, Luxembourg, Ireland, Germany, Lithuania, Spain, Austria, France, Malta, Portugal and the Czech Republic belong to the group of central power band. Latvia, Slovenia, Hungary, Slovakia, Cyprus, Poland, Croatia, Italy, Greece, Bulgaria and Romania belong to the group of least-moving digitization and the need to try to catch up with other countries (UNESCO, 2015).

160.Conclusion

Quantitative and qualitative excess of information causes the learner is increasingly difficult to take a long time, or get enthusiasm for the subject of their activities, which can lead to superficiality and the so-called dispersed curiosity, which many of us have experienced firsthand. Just multimedia used in the educational process are becoming one of the factors that raises the bar for traditional teaching methods. The education world is due to appear before them "moving" like our living space in which we are almost overwhelmed by the amount paintings, fancy animations, perfect sound, and viral video. It is literally raises the primary needs to be able to work with different types of information they know to read, understand, selected by, even the form and not letting them just noisy and mechanically controlled. Information technology and communication brings with it changes that fundamentally alter our views of the outside world. These technologies and digital technology enable the creation of new multimedia services and applications that combine audio, video and text, which are accessible by means of telecommunications worldwide. Penetration of these new information - communication technologies in all levels of the economy and social life is what changes our society of information society. Today, we meet at every step with the changes that bring us the information society. These changes most significant since the industrial revolution are far-reaching and global. They relate to us anytime and anywhere, the world cannot imagine almost no credit cards, telephones, television, computers and the like.

161.References

Besio, S. (2004). Using Assistive Technologies to Facilitate Play by Children with Motor Impairment. Technology & Disability, 2004. p. 119 – 131.

Zounek, J. (2009). E-learning – jedna z podob učení v moderní společnosti. Brno. Masarykova univerzita. 2009. 161 s. ISBN 978-80-210-5123-2.

Zounek, J., Sudický, P. (2012). e-learning - učení se s online technologiemi. Praha. Wolters Kluwers. 2012. 226 s. ISBN 978-80-7357-903-6.

Green, H., Hannon, C. (2007). Education for a digital generation. London, Demos, 2007. 79 p. ISBN 1-84180-15-5.

Gubalová, J. (2006). Príprava vysokoškolských učiteľov a pedagogických pracovníkov na zavedenie dištančného vzdelávania na e-learningu. Nitra. Slovdidac. 2006. s. 15-17. ISSN 1335-003X.

ISTE 2007. NETS. (2007) National Educational Technology Standards for Students. Second edition, ISTE, Washington, D.C. ISBN 978-1-56484-237-4.

Kokles, M., Grell, M. (2008). Informačné systémy regiónov a verejnej správy. Bratislava. VŠEMVS. 2008. 149 s. ISBN 978-80-89143-71-9.

Kováč, M. (2013). Methods and Tools of measurement of Economic Security at the Level of territorial Unities in Slovakia. Contemporary Research on Organization Management and Administration. Vilnius. Avada. 2013. ISSN 2335-7959.

Kováč, M. (2014). Measuring security of citizens in conditions of municipalities. Contemporary Research on Organization Management and Administration. Vilnius. Avada. 2014. ISSN 2335-7959.

Sak, P. (2007). Člověk a vzdělávaní v informační společnosti. Praha. Portal, 2007. 290 s. ISBN 978- 80-7367-230-0.

UNESCO. (2011). EFA Global Monitoring Report 2011. Paris, UNESCO.

UNESCO. (2006) ICTs in Education for People with Special Needs. Paris, UNESCO.

UNESCO. (2015). ICT in education. Bangkok. UNESCO.

Urban, I. (2006). IKT v edukácii štátov OECD, Digitálne kompetencie ECDL I. Prešov. LA consulting. 2006. ISBN 80-8068-442-1.

Velšic, M. (2011). Digitálna gramotnosť na Slovensku 2011. Bratislava: Inštitút pre verejné otázky. 2011. 21 s. ISBN 978-80-89345-33-5.
Contact

Prof. Ing. Vojtech Kollár, CSc.

School of Economics and Management in Public Administration in Bratislava

Furdekova 16, 851 04 Bratislava 5

vojtech.kollar@vsemvs.sk
PaedDr. Peter Polakovič, Ph.D.

Hochschule Fresenius, University of Applied Sciences

Hochschule Fresenius, Standort München D-80797

peter.polakovic@hs-fresenius.de

Mgr. Jana Gasperová

University of Comenius, Bratislava

Odbojárov 10, 831 04 Bratislava

jana.gasperova@uk.sk

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