摘要：AbstractWhen teaching Information and Communication Technology (ICT), subjects related to learning computer skills, using Internet, and other software programs usually spring to mind. Because society is increasingly using technology to share, learn, create, socialize, access services, etc., it seems obvious to teach how to use this technology. This computer mediated society is known as the Knowledge Society. The Senior Citizens’ University initially wanted its learners (people over 55 years old) to benefit from computers and Internet, but this has proved insufficient on its own. Senior learners also need to be aware of the possibilities that the net offers them and their of new role in the Knowledge Society; how they can participate, how they can have an impact on and construct the future of the network, and the importance, potentialities, impact and risks of new aspects that arise in the Knowledge Society: identity, inclusion, publishing, new media, power, creating, using content, etc. To achieve such competence, theoretical ICT subjects had to be offered to all senior learners, even those who were not keen to learn about technology. In this article we detail the content of these courses and the impact they had on learners.
