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A Biopsychosocial Survey: A Biopsychosocial Survey: Older Adults and Computer TechnologyOlder Adults and Computer Technology
James Brown
EdPsyc 747
Human Development- Adult
Dr. Deborah Renard
Summer, 2006
Learn More!
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”
Oldest Adults Most Under-Represented
• 25% of older Americans over 65 years old are using the Internet vs. 36% of those age 50-64, and 56% of persons age 30-49 years old.(Pew Internet and American Life Project, 2005)
• Seniors also use e-mail less, perform fewer Internet searches using search engines, and report lower self-confidence in their ability to use computers than younger adults. (AARP, 2002)
Adults Over Age 85 Growing Rapidly
• Along with the well-publicized rise of the Baby Boomers (71 million set to retire soon), older adult segments are growing too
• Those age 85 and older are now the fastest growing segment of the U.S. Population and will number 27 million by 2050; as many as 1 million of these will be over 100 years old (Beisgen & Kraitchman, 2003)
The Over 85 Year-old Cohort
• 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)
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)
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)
Ageism—The Old View
• Ageism is defined as “a systematic stereotyping and pervasive view of older persons” (Palmore, 2001)
• Remains a predominant view of American Society (Purdie & Boulton-Lewis, 2003)
• But this view is beginning to change …
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)
An Active and Healthy Older Adult Now the Norm?
• World Health Organization (WHO) defines old age health as “a complete mental, physical, and social well-being, not merely the absence of disease or infirmity” (Chaffin & Harlow, 2005)
• However, this does not mean that older adults are not vulnerable; rather, there is not the inevitability of infirmity or dysfunction at any particular pre-set and socially-determined age
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)
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
Relevance/What’s the Need?
Self- Concept/ Possible Self
Fear /Not In Comfort Zone
Psychosocial Categories
Stanley (2003)
“Too OldTo Learn”
Avoidcomputers
“I’llBreakThe
Computer”
ComputersAren’t
Relevant
Avoid Technology
centers
NegativeRemarks
AboutComputers
ExtremeCautionLearning
Computer skills
Psychosocial Reasons for
Avoiding Computer Technology
Namlu (2003) lists typical computer anxiety behaviors …
EnvironmentalEnvironmentalBiologicalBiological
PsychosocialPsychosocial
The Right Culture for Teaching and Learning with the Elderly
Adapted from Whitbourne (2005), p. 2
CultureCultureLocationLocation
RelevanceRelevance
A strategy for “social inclusion.” Warschauer (2002)
Norris & Conceição (2004);Stanley (2003)
Use the communication technology centers (CTCs)
Be sensitive topsychosocialdimensions ofcultural needs.
Make the learningand technologyrelevant.
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
Pictures
Provide smallAmounts ofinformationPractice drills
At slowerpace
ProvidePersonalattention
Use Appropriate Type of 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
VerbalVerbal
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
Overcoming Barriers to Learning
Ford’s (cited by Emmons, 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)
Chaffin & Harlow, 2005 [many references]
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.
Adult Development Theory Relevant to Computer Training
• Kegan (1982), Constructive-Development Theory. A six-stage (but not fixed-age) theory of ego (or self) development, starting with Piaget-like stages and progressing beyond the role of ego as defined by Erikson.
• In Kegan’s theory, one is subjectively immersed in one’s world, but gradually become able to objectively view it as different from self, and so grow into the next immersive level.
• The growth is cumulative; each new stage subsumes the previous one, as one proceeds from childhood to adulthood.
Stages of Kegan’s (1982) Constructive-Development Theory
Constructive-Development Theory
Constructive-Development Theory
Transitional Phases- “Holding on; Letting go”
Helsing et al. (2001) Constructive-Developmental Theory
• Adults construct knowledge along four progressive levels of sophistication
• At any time, adults representing any or all of these developmental levels may be present in the classroom
• This is especially true of a general adult basic education classroom
Level 1 Level 2 Level 3 Level 4
Learner is concrete; sees knowledge in one dimension. Wants to be “spoon fed.”
Learner admits ambiguity of knowledge; sees it as barrier to “real” answer.
Learner is open to multiple interpretations of knowledge; can synthesize and work in groups.
Learner thinks critically and independently; can add original thoughts to knowledge others.
Four Developmental Levels of Critical Thinking
Helsing, Drago-Severson,and Kegan (2001)
Because of the range of developmental levels of adults, learners “will have fundamentally diverse understandings and expectations of the teachers, themselves, their peers, and the subject matter.”
Helsing et al. (2001)
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) Model for Adoption of Technology
Czaja et al. (2006) Model for Adoption of Technology
Czaja et al. (2006) Conclusions of Study
• Perhaps strongest finding was that 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 (Y > M >> O)
• 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)
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.
• Kegan, R. (1982) The evolving self. Cambridge, Mass: Harvard University Press.
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