Teaching Older Adults Computer-Based

Technology

James Brown, M.S.

school of education

2007 Conference

If you’re one of 38 million people who’ve been getting Social Security for a while … your idea of a personal computer might look like this:

Growing Population of Older Adults

• 71 million Baby Boomers (born 1943-1960) are approaching retirement age (Grabinski, 1998)

• By 2050…27 million people will be 85+ years old; 1 million of these will be 100+ years old (AARP, 2002)

Technology…

• “Broadly defined as the application of scientific knowledge (including tools, techniques, products, processes, and methods) to practical tasks …”(U.S. National Library of Medicine, 2004, as cited by Czaja et al., 2005)

• “Ubiquitous in most societal contexts with the United States and most other industrialized countries” (Czaja et al., 2005)

• Coined by Dr. Simon Moors during a BBC television broadcast to describe the socioeconomic gap between developing and developed countries… (Wikipedia, 2006)

• In the U.S. it represents the gap between those who use computers and those who don’t

(Morrell, Mayhorn, & Bennett, 2002)

The “Digital Divide”

The Digital Gap: Oldest Are the Most Affected

• Pew Internet Life Project (2005) found that…

• Only 25% of Americans age 65+ use the Internet, compared to 36% ages 50-64 and 56% ages 40-49

• Seniors use e-mail less and perform fewer Internet searches

• They have lower self-confidence compared to younger adults (AARP, 2002)

Why Learn New Technology?

• “Not being able to use technology such as computers puts older adults at a disadvantage in terms of their ability to live and function independently and successfully perform everyday tasks.”(Czaja, Charness, Hertzog, Nair, Rogers, & Sharit, 2006)

• “Personhood and its potential are continuously unfolding and technology can become a major source of its realization.” (Chaffin & Harlow, 2005)

Benefits of Learning New Technology

(Computer)• Increases autonomy, self-

efficacy, and control over the environment (McConatha,2002)

• Addresses social isolation that comes with retirement, loss of spouse, relatives and children living far away, loss of friends, and being homebound (a few examples) (McConatha, 2002; Chaffin & Harlow, 2005)

The Older Adult Cohorts

• These elders are experiencing health-related problems, are immersed in the aging process, and are fiercely self-reliant

• They have survived world wars and economic deprivation

• They prize doing things on their own and maintaining autonomy(Chaffin & Harlow, 2005)

Benefits to society when older adults acquire computer technologies:

• Social engagement• Increased self-confidence• Provides information and

resources for a lifetime of learning

• Economically efficient because it helps them maintain independence and can reduce need for institutionalization

Czaja et al., 2006

Barriers to Learning Computer Technology

for Elderly• Technology gap– their careers ended

before the advent of computers (Morris, 1988)

• Attitudes and Ageism—they fear the technology, do not understand computers, and don’t want to advertise their lack of knowledge (Bowe, 1998)

• Older adults’ needs and wants not recognized or utilized in the design of software, hardware, or training programs

Barriers to acquiringcomputer skills for older adults:• Ageism and prejudice• Modal patterns of rejection by society• Deficits-based framework for

education• Biopsychosocial effects of aging

Moody, 1976; Morris, 1998; Pew Internet, 2005

Ageism

• Ageism is “a systematic stereotyping and pervasive negative view of older persons.” (Chaffin & Harlowe, 2005, p. 303)

• Predominant Western view of aging• Ageism “ignores any positive

potential that comes with experience and further learning.” (Chaffin & Harlowe, 2005, p. 305)

Disengagement Theory

• A gradual and mutually agreed upon separation between aging persons and society.(Dean, Newell, & McCaffrey, 1960)

• Results in:“The gradual and inevitable withering of a leaf or a fruit long before frost totally kills it.”Rose (1964)

Continuity Theory

• Older adults try to adapt earlier successful life strategies to new and limiting environmental and physical changes

• Older adults keep self-esteem and self-identity by crystallizing beliefs

• Older adults come to accept who they are and insulate themselves from further change(Atchley, 1989)

Redefining Old Age

• World Health Organization (WHO, 2002) has defined old age health as:

“mental, physical, and social well-being, not merely the absence of disease or infirmity.”

In other words, aging well is more than just the absence of death!

Growing Old—The New View

• Aging is now seen in Western cultures as “an essential and natural part of the cycle of life—a period in which people continue to learn and pass on knowledge to others” (Tomporowski, 2003)

• Aging means a “continual process of problem solving and discovery of knowledge derived from living” (Chaffin & Harlow, 2005)

• Aging involves an active lifestyle and contributions to family and society throughout life (Purdie & Boulton-Lewis, 2003)

Paradigm Shift

The new view is that older adults will seek ways to address:

• Problems of disease (such as vision, hearing, arthritis, diabetes, and cardiovascular disease);

• Remain active or return to the workforce; and

• Pursue broader issues of meaning and learning

Three States of Aging

Silverstone (2005) recognizes three divisions of aging for designing social work interventions:

• Normal aging into an extended middle-age;

• Those who are chronically ill and require nursing care; and

• Boomers who will face aging with a combination of age and non-age related needs and concerns

An Aging Cohort Ready to Learn

Older adults want to:• Learn new technologies;• Communicate with each other

and their families in new and modern ways;

• Play games and entertain themselves;

• Obtain relevant information from the Internet(Jones & Bayen,1998)

Seniors Want to Learn Computer

Skills• Substantial evidence exists that

seniors want to learn computer technology, that they seek computer training to do so, and that they can be very successful at it, if the program adjusts to accommodate the biopychosocial aspects of the aging process

(e.g., see articles in AARP, SeniorNet, ThirdAge; among many studies are Jones & Bayen, 1998; Morrell, 2002 ;Mayhorn et al., 2004)

The Contexts Of Learning Technology

for Older Adults

EnvironmentalEnvironmentalBiologicalBiological

PsychosocialPsychosocial

Adapted from Whitbourne (2005), p. 2

How Do Older Adults Learn?

• Chaffin and Harlow (2005) Model of Cognitive Learning

Chaffin-Harlow Model of Cognitive Learning

Art, Culture &

Technology

Create New Ideas

Test

Find Faults

Relate to World

Determine Type of

Education

Identify Barriers

to Learning

Teach

Learn

Enlarge Sense of

Self

Meet the Challenge

Initiate Cognitive Learning

(Chaffin & Harlow, 2005)

Art Culture Technology

Integrating New Perspectives With Old

Art is a bridge across the

generations; sharing one’s

songs, stories, and

music is a way to connect.

No longer bound by four

walls, older adults can

move from a culture of social isolation to one

of communi-cation.

The digital divide: Knowing how to use computers makes a difference in older adult lives.

Wright, 2000; Morrell et al., 2002 Chaffin & Harlow, 2005;

SurvivalSurvival AdjustmentAdjustment DiscoveryDiscovery

Three Levels of Learning

Tasks make no sense and are beyond grasp. Much emotional and instructional support needed.

Learner gains in confidence and can follow most directions. Still looking for the one right way to do the task.

Skill and comfortlevel approachmastery. Learners now own the process and explore to meet their own needs.

Type ILimited type of

responsesRequired; “Yes,”Press Enter key;

Hence, easyTo use for training

But is a passiveActivity for

Learner

Two types of educational applications for

computers

Maddux, Johnson, & Willis, 1997

Type IIRequires

Considerable skillAnd active userInvolvement to

Achieve creativeTasks; drawings,Letters, cards,

Emails, Internet.

Seating

Cognitive changes

Socialisolation

Health

Lighting Operating Computer

Finding “Faults”

Rowe, 1995; Chaffin & Harlow, 2005

Low-glaremonitors

Make materialsEasy to read Set up

Environment

IdentifyProblems

Roller ballIn place of

Mouse

Use metaphors to explain

Fixing “Faults”

Rowe, 1995; Chaffin & Harlow, 2005

Relate Ideas to Real World

• Many older adults are motivated to learn computer skills

• They want to remain independent as long as possible

• Connect the computer to everyday life

• Find out what they want to do

Beisgen & Kraitchman, 2003

Plan forsuccess

Relate new to old experiences

Stepwise

Text with

PicturesProvide small

amounts ofinformationPractice drills

At slowerpace

ProvidePersonalattention

Educational Methods

Rowe, 1995; Chaffin & Harlow, 2005

• Definition: “A biopsychological potential to process specific forms of information”

• Using this inclusive definition of intelligence, the computer can become a medium of expression

• Intelligence, then, is a collection of potentials, values, and opportunities made by individuals

Gardner’s (2004) Eight Types of

Intelligence

InterpersonalInterpersonal

NaturalisticNaturalistic Verbal

Verbal

IntrapersonalIntrapersonal

SpatialSpatial

TitleTitle

ViewingIntelligence

InDiverseWays

Bodily-kinesthetic

Bodily-kinesthetic Logical-

mathematical

Logical-mathematical

MusicalMusical

Gardner’s (2004) Eight Types of

Intelligence

Motivation

BiologicalArchitectur

e

Skills

Environment

Ford’s (1999) Four Factors

A Supportive Environment

Skills

Biological Architecture

Conclusion

11

22

33

44 Motivation

Factors for Success

Supportive Environment

• Myth: Older people cannot learn as well as younger learners– they do, but need more time

• Programs can also be developed in the homes and residences of frail older adults who otherwise might not be able to attend a class; for example, Senior Cyber Net (SCN)

SlowerSpeed;Memory

Cognitive Problems

ImpairedVision

DepressionHomebound

Isolated

AttitudesBad or

Confused

WheelchairsWalkersOxygen

StrokeDiabetes

HeartProblems

Learn to Deal With The Real Barriers

Teachers working with older adults encounter many barriers to learning…

Purdie & Boulton-Lewis, 2003

FrequentBreaks

Use Computer’s

Toolbox

Lots ofPraise

IdentifyFavoriteTopics

FormFocus

Groups

Large PrintMonitors

SeatsKeyboards

UseParallelsTo EaseLearning

Make Teaching Accommodations

Careful planning and listening can lead to accommodations that overcome barriers …

Jones & Bayen (1998)

A Supportive Environment

Skills

Biological Architecture

Conclusion

11

22

33

44 Motivation

Factors for Success

Practice Makes Perfect

• “Skills are often the result of perseverance, a common characteristic of older adults.”

• Use games and simple, sequential steps

• For example,– Mouserobics!– Solitaire

Chaffin & Harlow, 2005

A Supportive Environment

Skills

Biological Architecture

Conclusion

11

22

33

44 Motivation

Factors for Success

Common Physiological

Problems• Vision

– Cataracts cloud the lens of the eye– Macular degeneration blocks center

vision– Reading is difficult

• Common accommodations– Anti-glare screens– Large fonts– Microsoft’s Accessibility Panel

(Magnifier)– IBM Software for blind

A Supportive Environment

Skills

Biological Architecture

Conclusion

11

22

33

44 Motivation

Factors for Success

Adult Learning Theories Relevant to Computer Training

• Bandura (1979,1994), Social Learning. Concept of self-efficacy and self-esteem. Model and encourage behavior to build confidence

• Knowles (1968), Andragogy. Realization that adults learn differently than children. Recognize that adults bring resources and experiences, want self-direction, are problem-centered, and are often motivated internally to learn.

Czaja et al. (2006) Model for Adoption of

Technology

• The authors studied why older adults have difficulty adopting technologies or they choose not to adopt them

• Broad fields of study covered– general technology– computers– use of the World Wide Web (Internet)

Czaja et al. (2006) Model for Adoption of

Technology

• Broad range of variables: – sociodemograhic (age, education)– attitudinal (self-efficacy, computer anxiety)– component abilities (crystallized & fluid

intelligence)

• Large, diverse sample with wide age span– N= 1, 204 (750 women, 454 men)– younger adults (18-39)– middle-aged adults (40-59 years)– older adults (60-91 years)

Czaja et al. (2006) Conclusions of Study

• Computer self-efficacy are an important predictor of general use of technology

• Older adults, and older women in particular, had higher levels of computer anxiety

• Therefore, computer programs should focus on training techniques that reduce anxiety about computers as well as provider computer skills training.

Czaja et al. (2006) Conclusions of Study

• There is a direct path between crystallized intelligence and breadth of computer and Web experience

• Oldest adults have the highest level of crystallized intelligence (from the study)

• These people may be more adept at knowledge acquisition (Beier & Ackerman, 2005)

• Age differences in the adoption of technology may be related to historical change rather than age-related declines in cognitive abilities.

Czaja et al. (2006) Conclusions of Study

• Found lower adoption of technologies by older adults (Young > Middle Aged >> Oldest)

• Believe that it is socially important and cost effective to support the independence of older adults; technology can foster it

• Limited evidence that this potential is being realized (National Research Council, 2004)

Recommended References

• Chaffin, A.J. & Harlow, S.D. (2005). Cognitive learning applied to older adult learners and technology. Educational Gerontology, 31, 301-329.

• Czaja, S.J., Charness, N., Fisk, A. & Hertzog, C., Nair, S.N., Rogers, W. & Sharit, J. (2006). Factors predicting the use of technology: Findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE). Psychology and Aging, 21, 333-352.

• Echt, K.V., Morrell, R.W., & Park, D.C. (1998). Effects of age and training formats on basic computer skill acquisition in older adults. Educational Gerontology, 24, 3-25.

www.animationfactory.com

Questions?

school of education

2007 Conference