Transcript Teaching Older Adults Computer

Teaching Older Adults
Computer-Based
Technology
2007 Conference
school of education
James Brown, M.S.
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)
The “Digital Divide”
• 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 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, selfefficacy, 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 acquiring
computer 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 selfidentity 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 wellbeing, 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
Biological
Environmental
Psychosocial
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
Test
Art, Culture
&
Technology
Create
New Ideas
Determine
Type of
Education
Find
Faults
Relate to
World
Initiate
Cognitive
Learning
Meet the
Challenge
Enlarge
Sense of
Self
Teach
Learn
Identify
Barriers
to
Learning
(Chaffin & Harlow, 2005)
Integrating New
Perspectives With Old
Art
Wright, 2000;
Morrell et al.,
2002 Chaffin &
Harlow, 2005;
Art is a bridge
across the
generations;
sharing one’s
songs,
stories, and
music is a
way to
connect.
Culture
No longer
bound by four
walls, older
adults can
move from a
culture of social
isolation to one
of communication.
Technology
The digital
divide:
Knowing
how to use
computers
makes a
difference
in older
adult lives.
Three Levels of
Learning
Survival
Tasks make
no sense and
are beyond
grasp. Much
emotional and
instructional
support
needed.
Adjustment
Learner gains in
confidence and
can follow most
directions. Still
looking for the
one right way to
do the task.
Discovery
Skill and comfort
level approach
mastery.
Learners now
own the process
and explore to
meet their own
needs.
Two types
of educational
applications for
computers
Type I
Limited type of
responses
Required; “Yes,”
Press Enter key;
Hence, easy
To use for training
But is a passive
Activity for
Learner
Maddux,
Johnson, &
Willis, 1997
Type II
Requires
Considerable skill
And active user
Involvement to
Achieve creative
Tasks; drawings,
Letters, cards,
Emails, Internet.
Finding
“Faults”
Cognitive
changes
Social
isolation
Seating
Health
Lighting
Operating
Computer
Rowe, 1995; Chaffin & Harlow, 2005
Fixing
“Faults”
Make materials
Easy to read
Set up
Environment
Low-glare
monitors
Identify
Problems
Roller ball
In place of
Mouse
Use
metaphors to
explain
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
Educational
Methods
Plan for
success
Practice drills
At slower
pace
Relate new to old Stepwis
e
experiences
Text
with
Pictures
Provide small
amounts of
information
Provide
Personal
attention
Rowe, 1995; Chaffin & Harlow, 2005
Gardner’s (2004)
Eight Types of
Intelligence
• 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
Musical
Bodilykinesthetic
Naturalistic
Logicalmathematical
Viewing
Intelligence
In
Diverse
Ways
Title
Interpersonal
Verbal
Intrapersonal
Spatial
Ford’s (1999) Four
Factors
Environment
Skills
Biological
Architecture
Motivation
Factors for
Success
1
2
3
4
A Supportive Environment
Skills
Biological Architecture
Motivation
Conclusion
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)
Learn to Deal With
The Real Barriers
Purdie & Boulton-Lewis, 2003
Attitudes
Bad or
Confused
Cognitive
Problems
Stroke
Depression Slower
Diabetes
Homebound Speed;
Heart
Memory
Isolated
Problems
Wheelchairs
Walkers
Oxygen
Impaired
Vision
Teachers working with
older adults
encounter many
barriers to learning…
Make Teaching
Accommodations
Jones & Bayen (1998)
Form
Focus
Groups
Use
Computer’s
Toolbox
Use
Identify
Parallels
Frequent
Favorite
To Ease
Breaks
Topics
Learning
Large Print
Monitors
Lots of
Seats
Praise
Keyboards
Careful planning and
listening can lead to
accommodations that
overcome barriers …
Factors for
Success
1
2
3
4
A Supportive Environment
Skills
Biological Architecture
Motivation
Conclusion
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
Factors for
Success
1
2
3
4
A Supportive Environment
Skills
Biological Architecture
Motivation
Conclusion
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
Factors for
Success
1
2
3
4
A Supportive Environment
Skills
Biological Architecture
Motivation
Conclusion
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 selfdirection, 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 agerelated 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?
2007 Conference
school of education