ICT skills acquisition by older people: motivations for learning and barriers to progression

This paper reports findings from one strand of an extensive research project investigating digital engagement of older people and the risks to sustained usage of information and communication technologies (ICTs). The factors that motivate older people to learn about ICTs, the barriers they face in the learning process and with on-going ICT use are examined. Research methods included focus groups (28 ICT learners aged 50+); questionnaires and interviews with seven 50+ learners; three interviews with ICT tutors; and observation sessions in three different ICT learning and support environments in England and Scotland. Findings show that while learning to use ICTs to ease the mechanics of daily life (e.g. on-line shopping) was a motivating factor for some, the more powerful drivers tended to be those applications seen as enriching quality of life e.g. using ICTs to keeping in contact with family and friends and using ICTs in pursuit of passions and interests. The key barriers relate to fear of using a computer; learning suppo rt ; quality and provision of ICT training; cost of training and technology; memory problems, and technology barriers. Implications of these findings for service providers, ICT designers and policy makers are identified and discussed

ICT for elderly people : «Yes, ‘They’ Can!»

This paper aims to promote a reflection and a discussion about the use of ICT (Information and Communication Technologies) by the elderly people because this group of citizens has the serious risk of being «e-Excluded». Some initiatives of the European Union and of Portugal are presented and explained to make clear the efforts that were done and some that are still being done to promote and allow the participation of elderly people in order in the use of ICT in their daily activities: «e-Inclusion». Because elderly people constitutes and heterogeneous group this paper tries to put in evidence some of the main barriers and constraints when elderly people use ICT. However the paper also aims to present some trends for the future that may overcome the present difficulties to promote an active ageing with the help and support of technologies/ICT

Digital inclusion - the vision, the challenges and the way forward

This paper considers the vision and aspiration of digital inclusion, and then examines the current reality. It looks beyond the rhetoric to provide an analysis of the status quo, a consideration of some facilitators and challenges to progress and some suggestions for moving forward with renewed energy and commitment. The far-reaching benefits of digital inclusion and the crucial role it plays in enabling full participation in our digital society are considered. At the heart of the vision of universal digital inclusion is the deceptively simple goal to ensure that everyone is able to access and experience the wide-ranging benefits and transformational opportunities and impacts it offers. The reality is a long way from the vision: inequality of access still exists despite many national campaigns and initiatives to reduce it. The benefits and beneficiaries of a digital society are not just the individual but all stakeholders in the wider society. Research evidence has shown that the critical success factors for successful digital participation are (i) appropriate design and (ii) readily available and on-going ICT (Information and Communication Technology) support in the community. Challenges and proven solutions are presented. The proposition of community hubs in local venues to provide user-centred ICT support and learning for older and disabled people is presented. While the challenges to achieve digital inclusion are very considerable, the knowledge of how to achieve it and the technologies which enable it already exist. Harnessing of political will is necessary to make digital inclusion a reality rather than a vision. With the cooperation and commitment of all stakeholders actualisation of the vision of a digitally inclusive society, while challenging, can be achieved and will yield opportunities and rewards that eclipse the cost of implementation

Teaching Technology to Older Adults: Modalities Used by Student Mentors and Reasons for Continued Program Participation

The current study examined teaching modalities used by college students participating in an intergenerational, service-learning program that helps older adults learn technology and described reasons for older adults\u27 continued participation in this program. Qualitative data analysis was completed using student-maintained observation logs from approximately 200 older participants. Several different teaching modalities used by student mentors were identified, including observing and listening, writing down information or creating visual aids, explaining the significance and simplifying materials, using repetition/review, and using hands-on learning. Multiple reasons for older adults\u27 continued participation were identified, including continued progress on one topic or device; multiple topics for advanced use; learning multiple modalities to get connected; and continued learning through take-a-ways, practice, and homework. Service-learning programs can help educate health and human service professionals on best practices for working with older adults

Learning to drag: the effects of social interactions in touch gestures learnability for older adults

Considering the potential physical limitations of older adults, the naturalness of touch-based gestures as an interaction method is questionable. Assuming touch-based gestures are natural, they should be highly learnable and amenable to enhancement through social interactions. To investigate whether social interactions can enhance the learnability of touch gestures for older adults with low digital literacy, we conducted a study with 42 technology- naïve participants aged 64 to 82. They were paired and encouraged to play two games on an interactive tabletop with the expectation to use the drag gesture to complete the games socially. We then compared these results with a previous study of technology–naïve older adults playing the same games individually. The results of the comparisons show that dyadic interactions had some benefits for the participants in helping them to become comfortable with the drag gesture by negotiation and imitation. Further qualitative analysis suggested that playing pairs generally helped learners to comfortably explore the digital environment using the newly acquired skill

The role of a social context for ICT learning and support in reducing digital inequalities for older ICT users

This paper examines the key role of formal and informal social support in reducing digital inequalities by enabling the digital participation of older people. It is based primarily on research conducted on the (anonymised) project in the UK over a four year period working with over 1000 older people using mixed research methods within a participative framework. It is further informed by other studies. The rich, multi-faceted evidence reveals on the one hand the extensive learning and support needs and requirements of older users of information and communication technologies (ICTs) and, on the other, the dearth of reliable and on-going support provision. ICT learning and support in the UK relies primarily on the goodwill of friends and family and on the availability of staff and volunteers in community venues, such as public libraries. Arrangements are often ad hoc and variable in quality and reliability. In a facilitated workshop, the learning and ICT support needs of older people and their preferred forms of provision were documented and deliberated. This generated a clear set of user requirements. To meet these requirements a proposition for community-based ICT support provision has been developed and refined. The paper concludes with consideration of this proposition which offers a powerful way to reduce the widespread digital inequalities among older people

Computer classes for older people:motivations and outcomes

Purpose – A “digital divide” exists between older and younger people in terms of computer use and older people’s uptake of computer training programmes in the UK remains low. The purpose of this paper is to identify the motivations and outcomes of computer classes for some older people and the contributory factors. Design/methodology/approach – One-to-one qualitative semi-structured interviews were conducted with eight participants at a computer class in a London community centre. Using a topic guide, interview transcripts underwent thematic analysis. The theoretical perspective of “ageing in place” (the ability to stay in one’s own home in later life) was used when interpreting the findings. Findings – Participants had been motivated to attend the class initially to gain computer skills. Initial motivation was influenced by the death of a spouse and the desire to remain mentally active. The main outcome by the class was acquisition of computer skills. Psychological and social benefits were also reported, the latter constituting motivation for continued attendance. Computer ownership and gender differences in preferred teaching style influenced class outcomes. Research limitations/implications – Although this was a small sample comprising older people solely from one community, participant backgrounds varied and the findings suggest that further research with a larger, more culturally heterogeneous sample would be valuable. Originality/value – Computer classes benefit older people wishing to learn computer skills which may facilitate “ageing in place”. There has been little research in this area. </jats:sec

Improving Technology Use, Digital Competence, and Access to Community Resources Among Older Participants in the University of Rhode Island Engaging Generations Cyber-Seniors digiAGE Pilot Study

This pilot study aimed to bridge the digital divide between older and younger adults. The goal was for older people in the state to become digitally literate by engaging them in a program that provides digital devices (i.e., Apple iPads), internet connectivity (i.e., through HotSpots), and training from supervised university student mentors. This project, funded as a key policy initiative through the state’s unit on aging, specifically promoted social and economic equity by targeting participants from lower-income communities and areas hit hardest by the COVID-19 pandemic. Our university partnered with senior/community centers to recruit and support English- and Spanish-speaking adults 50 years of age and older (age range: 55-100, M=72.3, SD=8.5). For this paper, we examined changes in technology use and digital competence from the pre- to the post-survey (collected over the phone) from older participants (N=145), and we examined how the program contributed to new ways for participants to connect to community resources. Based on statistical analyses, participants improved in digital competence (pre=2.06, post=2.74), technology use (pre=1.99, post=2.70), tablet use (pre=1.53, post=4.08), and the number of purposes in which participants used technology (pre=4.09, post=5.55; p’