MOBILE: HELPING TO CLOSE THE DIGITAL DIVIDE? A QUALITATIVE EVALUATION OF THE VODAFONE MOBILE DEVICES PROJECT MARCH 2015

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ABOUT TINDER FOUNDATION AND THE UK ONLINE CENTRES NETWORK

Tinder Foundation is the leading digital inclusion delivery organisation in the UK. A not-for-profit social enterprise with the aim of making good things happen through digital technology, Tinder Foundation earns income and receives funding from a broad range of organisations across the public, private and third sectors, including the Department for Business, Innovation and Skills, NHS England, the Department for Communities and Local Government, Innovate UK, corporate partners, as well as generating income through commercial products. Tinder Foundation leads the UK online centres network, a diverse collection of 5,000 local places that support people to improve their digital skills in order to improve their life chances. These local partners shape their offer based on the needs of their communities, and offer a vast array of services including debt and benefits advice, employability skills and healthy lifestyle classes. The network includes organisations ranging from community anchor organisations and libraries to places of worship, housing associations and internet cafés. Each is different, but all are committed to digital and social inclusion, and to helping the hardest to reach to develop new skills and confidence, so they can progress to outcomes including further learning, employment and improved health and wellbeing. Tinder Foundation works closely with UK online centres to support them to help their communities, providing training, marketing materials and advice, online learning products, grant funding, and to ensure their voices are heard at a national level. Tinder Foundation is a leader in social and digital inclusion thinking, with a dedicated Research and Innovation team whose work influences policy at a national level. Tinder Foundation is curator of the Digital Housing Hub, convenor of the Social-Digital Research Symposium, and a member of Government Digital Service’s Digital Inclusion Delivery Board as well as their Research and Evaluation Working Group.

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Contents

§ Contents

§ Foreword From Helen Milner, Tinder Foundation CEO

§ Foreword From Helen Lamprell, Corporate & External Affairs Director, Vodafone UK

§ Executive Summary

§ Recommendations

§ Approaching Mobile Devices Research

§ Thematic Finding 1: Mobile is Flexible and Intuitive for New Users

§ Thematic Finding 2: UK online centres Support is Essential for People Who Lack Confidence

§ Thematic Finding 3: Mobile Technology Provides Flexible Solutions For People with Complex Lives

§ Thematic Finding 4: Mobile Has Significant Cost Benefits For People on Low Incomes

§ Thematic Finding 5: Mobile Internet Can Help People Improve Their Health & Wellbeing

§ Thematic Finding 6: Mobile is an Important Tool For Digital Inclusion

Appendix A: The Digital Exclusion Landscape in the UK Appendix B: Centre & Participant Selection Appendix C: Research Methodology Appendix D: Acknowledgements

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FOREWORD FROM HELEN MILNER, TINDER FOUNDATION CEO

Every day I see the power that mobile technology can have, and on a personal level I know I would feel lost without being able to get online when I’m on the move. But I’ve always been particularly interested in the role that mobile broadband and devices can play in breaking down some of the barriers for people who don’t benefit at all from using the internet. Working with Vodafone we’ve been able to test first hand how mobile internet can bring those benefits. When we first started discussing doing this project I thought that mobile internet was going to just solve one of the barriers for people not using the web - the one of access. I’m delighted to say we found much more. The findings of the report certainly make clear the enormous benefits of mobile technology: for people who are older, who have reduced mobility, live in sheltered or social housing, or can’t commit to longer term contracts at a particular address. Reading the case studies only makes it clearer to me the central role that mobile technology can play in closing the digital divide. It isn’t about the technology alone - for those with the least skills and confidence, what’s really worked has been the technology coupled with face-to-face, local help, which has ensured people have the skills they need, and will continue using it for positive benefit. At the centre of the project has been the excellent support that our hyperlocal partners - the UK online centres - have provided in supporting participants to get online using mobile technology, trouble-shooting issues, and encouraging them along the way. I was particularly interested in the role of mobile in supporting carers, opening up new ways for them to stay connected and reduce social isolation. Mobile technology can provide a real solution to the deep exclusion carers can face. Equally, the project has shown that mobile technology can have an impact on improving health and wellbeing, with participants able to use apps and tools for healthy living, as well as to reduce their social isolation. I’ve always said that I don’t think mobile technology is the silver bullet for digital inclusion, and it’s clear from the report that the costs of getting online at home - whether through fixed broadband or a more flexible broadband offer - still represent a significant barrier for a number of people, particularly those on the lowest incomes. We’re keen to explore these barriers further to ensure everyone, whoever they are, wherever they live, can experience the benefits of the internet. The commitment of a partner like Vodafone to assess these barriers and to model solutions based around real people’s needs is a great resource for the sector, and this report has provided many useful insights that will inform our thinking and activities. We look forward to continuing to work with Vodafone, and other partners both hyperlocal and national, to ensure we can achieve this.

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FOREWORD FROM HELEN LAMPRELL, CORPORATE & EXTERNAL AFFAIRS DIRECTOR, VODAFONE UK

For many of us it is hard to imagine a life without the internet. Whether it’s keeping in touch with loved ones, checking the news headlines, licensing your car or booking a supermarket delivery, the internet has become interwoven into the fabric of our daily lives: and this has become ever more so with the increasing ubiquity of smart mobiles which allow more and more of us to access the internet whenever and wherever we want to. But for too many, what is increasingly taken for granted by many of us, is not the reality for them. Not everyone has the access, opportunity or skills to participate in our rapidly changing digital society. As the way in which we communicate with each other and consume content evolves, whether for work or leisure, anyone without the necessary skills will be left behind and miss out on the benefits the internet can bring. At Vodafone we think this is wrong. We want to put the power of the internet into the hands of everyone. To ensure everybody has access to the benefits it provides and which can enrich their lives. Mobile technology is a vital tool in people’s lives and our ambition is to change the way Britain works for the benefit of our customers and the people who work in this country to further improve people’s livelihoods and quality of life.

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EXECUTIVE SUMMARY

 In July 2014, Vodafone UK commissioned Tinder Foundation to deliver the Mobile Devices project, a six-month study into the benefits of mobile data and devices for digitally excluded people. The project was informed by Vodafone’s 2014 report Mobile: A Powerful Tool For Digital Inclusion, which proposed a number of ways mobile devices and connectivity could help to drive forward digital inclusion.1 To test these hypotheses, the Mobile Devices project examined the use of mobile by severely excluded and hard-to-reach groups, and explored how mobile could be used by digital inclusion practitioners to encourage new users to develop basic digital skills. Tinder Foundation worked with 17 hyperlocal partners from the UK online centres network, who engaged 62 people who had very limited digital skills and experience, and who met at least one criterion of social exclusion. Each participant was loaned a mobile device - a tablet,

                                                                                                               1 Kenny, Robert and Milne, Claire: Mobile: A Powerful Tool for Digital Inclusion (Communications Chamber 2014). Available online at: http://www.vodafone.co.uk/cs/groups/configfiles/documents/assets/vftst050316.pdf. Referred to elsewhere in the body of this document as ‘the Mobile Digital Inclusion report’. In footnotes it is referred to as ‘Mobile Digital Inclusion’ with a page or section reference as required. See appendix A for a summary of the potential benefits of mobile outlined in the report.

Key Findings 88% of the people who took part in the project improved their digital skills during the project through their use of mobile technology, and their motivations for and use of the internet also changed dramatically. 78% of people who were loaned a tablet or smartphone said they found the interface more intuitive and easier to remember than that of a laptop or desktop, leading to changes in online behaviour and more regular use. 55% of those who were loaned a tablet or smartphone said they learned independently, as well as using their devices out and about at a range of venues including community and day centres, social clubs, and friends’ and family members’ homes. 70% of people felt that mobile had cost advantages for them over fixed broadband. For people experiencing severe social exclusion and disadvantage, UK online centres have an important role to play in terms of engagement and providing wider support services. Mobile internet was shown to enable people to better self-manage their health, leading to greater independence and wellbeing.

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smartphone or Wi-Fi hotspot - which they were encouraged to treat as their own for the duration of the project, using them both at home and out and about. Participating UK online centres provided one-to-one tailored support, working out people’s motivations, and then helping them to learn how to use the devices and the internet. They gathered in-depth qualitative data on the participants’ experiences through ongoing observation, and baseline and impact interviews. Additional data was collected through participant interviews by Tinder Foundation. Finally, discussion of the data with the UK online centres staff led to the development of six thematic findings. Summary of Thematic Findings 1. Mobile Devices Are Intuitive for New Users

• Participants found mobile devices more intuitive than fixed ones, which changed their online behaviour and accelerated learning.

• 88% of participants reported improvements to their basic digital skills, and more confident use of a wider range of websites.

• 55% of tablet and smartphone users downloaded well-known apps including Twitter, Facebook and iPlayer.

• Being able to access the internet away from the centres contributed to these improvements in learning, with participants solving problems independently rather than relying on support from centre staff.

• The robustness of the mobile devices helped to encourage experimentation - as one participant put it, ‘once I figured out I couldn’t really break it, I just had a play.’

2. UK online centres Support is Essential For People Who Lack Confidence

• Support from UK online centres for participants led to rapid increases in skills and confidence, including among those who had previously made slow progress and tended to forget what they had learned in between classes.

• Although mobile devices were easier to use than non-mobile equivalents, the severe barriers faced by participants meant that 80% required long-term support.

• Centres acted as a ‘one-stop

‘I’m not afraid to ask for help anymore. I’m not afraid of looking stupid, because there’s people out there - people like Stephanie at March Library - who want to help you. There’s nothing I can’t do now - I don’t say ‘I can’t’ any more… I say ‘I’ll give it a go’.’ David, participant, Cambridgeshire Learning Partnership

‘I literally got it home, and just started using it. And I was still there, in bed, at 3 o’clock in the morning, listening to George Jones on this phone - and completely hooked on the internet! I couldn’t believe how easy it was.’ Rita, participant, Age UK South Tyneside

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shop’ that provided additional support services such as job clubs and financial literacy classes in addition to digital skills training.

3. Mobile Technology Provides Flexible Solutions For People with Complex Lives

• Those with caring responsibilities particularly benefited from the ability to use devices out and about to access essential information and services during regular visits to relatives’ homes, hospitals and GP appointments, as well as to access entertainment and social networking to keep in touch and unwind.

• The people they cared for also benefited from the flexibility of mobile access, as they could watch catch-up television in hospital or learn to improve their digital skills at home. Overall the evidence strongly suggests there could be benefit in socially prescribing mobile and basic digital skills support for carers.

• Even where mobile use out and about was not required, mobile data provided a practical solution for people who lived in rented, social or sheltered housing, and where fixed broadband was not an available option.

4. Mobile Has Significant Cost Benefits For People on Low Incomes

• Mobile was seen to have cost advantages over fixed broadband by the majority of participants.

• Mobile avoids expensive line rental and installation charges - and where fixed broadband could not be installed, mobile was the only route to getting online at any price.

5. Mobile Internet Can Help People Improve Their Health & Wellbeing

• Personal, mobile internet access led directly to a range of benefits for participants’ personal health and wellbeing. Mobile enabled participants to monitor and improve physical exercise and dietary regimes, and 17% reported becoming better able to manage their mental health.

• Mobile helped people to overcome loneliness and isolation, with 67% of participants reporting better quality and more regular communication with friends and family.

• Mobile is an especially important social lifeline for people with physical disabilities and limited

The internet is enabling me to manage my own health. It’s giving me a bit more freedom to say, ‘well, I can be in charge of this,’ whereas before I wasn’t, I was just avoiding it really. I’ve got more options now.' Mark, participant, West Harton Action Station

‘To get a tablet and broadband together would be quite expensive. My smartphone means I’ve got something that allows me to do the basics online, and with my caring responsibilities it means I can be got hold of quickly.’ Abbie, participant, Lincs Training

‘As a competitive person, the smartphone and Fitbit have been brilliant for me as I now compete with my young sons and other learners to see who is most active in a day. I look at the information on an app on my phone to keep me motivated.’ Frank, participant, Starting Point

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mobility, with mobile devices easier to lift and operate than desktops or laptops. • Improvements to confidence, self-esteem and self-efficacy were reported by 65% of

participants as a result of using their device for creative activities, to pursue learning goals, or to take on more responsibilities and become more actively involved in their centre’s learning community.

• The project confirms the finding in Vodafone’s Mobile Digital Inclusion report that mobile can and should be promoted as a tool for more effective self-management of health.2

6. Mobile is an Important Tool For Digital Inclusion

• Mobile is an important tool for UK online centres, and other digital inclusion practitioners, to run outreach sessions, 1-to-1 support at home, and device loan schemes to take internet support directly to digitally excluded people.

• Mobile devices allow new users to pass on what they have learned to others, either informally (for example showcasing their mobile devices to others in their centre, and providing peer-to-peer support), or formally (organising and running their own mobile-powered classes).

                                                                                                               2 Mobile Digital Inclusion, p. 31.

 

‘Mobile internet has also greatly improved our outreach programme: we are able to take a number of devices to any location and run a pop-up session, and have used this model very successfully in local parks, high streets, supermarkets and local GP surgeries. Without mobile internet the number of different possibilities would become much more limited.’ Centre Manager, Age UK South Tyneside

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RECOMMENDATIONS

Recommendations For Mobile Operators and Retailers

• Mobile is an important enabler, but digitally excluded people are often unfamiliar with even the simplest technical language or do not have a good understanding of different device and connectivity options. This leads to a great deal of uncertainty, and concern that they will be sold something that they do not need. Mobile operators and retailers should expand their provision of jargon-free sales advice and publications, similar to the Vodafone Digital Smartphone Guide. There is a role for digital inclusion partners to provide advice and to work with Mobile operators and retailers to develop staff training specific to the needs and circumstances of the digitally excluded.

• Mobile is a route to personal internet access and should be promoted as the ‘hook’ that convinces people to get online and as a first step towards digital inclusion. A mobile loan scheme may convince people - especially those who are housebound - to get online and those signing up to a trial scheme could be offered exclusive access to a low-cost, flexible deal. There is scope to develop a mobile offering specifically for those on means-tested benefits that is low-cost and completely flexible which could be bundled with a budget tablet device.

• Mobile operators and retailers have a wide high street presence which can be used to help support new users with low digital skills by advertising mobile apps which may have an appeal to them and to provide training and support to users.

• Mobile operators and retailers should consider working with Housing Associations to develop a scheme which combines mobile access in sheltered accommodation with digital inclusion skills training.

Recommendations For Local and Central Government

• Invest in mobile to advance digital inclusion. £1.4bn is being invested in the provision of superfast broadband but this will not solve digital inclusion without the necessary skills.

• Government should recognise the unique benefits mobile offers as an enabler of digital inclusion and reassess the imbalance in funding between fixed infrastructure and basic digital skills training. Local grant funding should be made available to help digital inclusion practitioners and other organisations working with digitally excluded people to invest in Wi-Fi hotspots and tablets, which can be used for outreach and ‘try before you buy’ schemes. Such a model can become sustainable through bulk purchasing and a split-level approach whereby the price charged to digitally excluded people on higher incomes (for example retired people with disposable income) could be used to offset the low cost charged to those on lower incomes.

• The results of this study demonstrate that mobile solutions offer an intuitive and effective first step in user education and are a catalyst to unlock savings within Government through continued improvements in online mobile orientated interaction. Government services (e.g. applying for benefits or renewing a driving licence) should be made as easy to do on a mobile device as it is on a PC or laptop.

• Smartphones and mobile devices should be put into the hands of all carers, providing a tool to facilitate their role and allow essential administrative tasks to be conducted wherever they provide care. This will allow more time to be spent with those they care for, and also reduces digital exclusion through proxy use, as the carer can assist with online tasks and promote the benefits of being online.

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• Mobile offers an effective solution to those in sheltered accommodation where long-term contracts at a fixed address may not be possible and where centralised solutions fail to provide users with the privacy required to improve their skills.

• Ofcom-accredited price comparison sites should highlight suitable tariffs for people on low, reduced or uncertain incomes, including mobile virtual network operators, downgrade and prepay options.

• Mobile has enormous potential to generate cost-savings for health services and improve health outcomes for people with complex or chronic health problems. A further pilot could investigate how mobile can reduce health management costs and how interventions like social prescribing of mobile devices and basic digital skills training can lead to better outcomes for people with health problems and those who care for them.

Recommendations for Tinder Foundation

• Revise Tinder Foundation’s strategy for communicating with UK online centres, to emphasise the strategic importance of personal internet access for digital inclusion.

• Use the opportunity to use and learn about mobile devices and connectivity as a hook for marketing campaigns.

• Continue to establish strong working partnerships with mobile operators and retailers, in order to develop affordable mobile solutions for digitally excluded people on low incomes.

• Continue to improve the support for centres using mobile to offer 1-to-1, at-home skills training for elderly and disabled people who find it difficult to attend centres or outreach sessions.

• Work with NHS England and BIS to promote mobile as a tool for self-management of health through the UK online centres network, ensuring best practice in this area is properly disseminated, including a pilot research project with selected specialist centres.

• Through the Digital Housing Hub, and making use of strong links and experience working with Social Housing Providers, encourage and facilitate the use of mobile devices to deliver digital inclusion activities for social tenants.

• Develop a new training offer for UK online centres’ staff and volunteers to encourage home access and mobile takeup: how to use mobile devices - already identified as a barrier across the UK online centres network, especially among volunteers with middling digital skills - and how to provide appropriate guidance for people interested in home access.

• Continue to actively promote the Learn My Way module on mobile data and devices co-produced with Vodafone UK, and ensure it is fully integrated in continued development of the Learn My Way platform.

• Develop a partnership with a supplier of high specification refurbished mobile devices, allowing the UK online centres network to access such devices at reduced cost due to bulk buying power brokered by Tinder Foundation.

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APPROACHING MOBILE DEVICES RESEARCH

The Mobile Devices project involved the loan of four mobile devices - a smartphone (HTC Desire or Nokia Lumia 520), a tablet (Vodafone SmartTab IV) and two Wi-Fi hotspots all with accompanying data plans - to seventeen research partners in the UK online centres network, each with a strong track record of supporting people facing severe social and digital exclusion. With ongoing support from Tinder Foundation, these centres identified 62 people, each of whom was loaned a device between August 2014 and January 2015. Each participant was trained and encouraged to use the device as if it was their own - in their UK online centre, at home, and out and about - and to personalise them with apps specific to their needs. A range of evaluation methods allowed Tinder Foundation to track participants’ progress, different kinds of use, and the support provided by the centre. In-depth qualitative data gathered through these methods created a detailed picture of the benefits of mobile for socially and digitally excluded people. This report summarises the evidence across categories of benefit, and makes recommendations to inform policy within central government, the telecommunications industry, and the adult and community learning sector. People selected for the project had been receiving support from a UK online centre for a period of time, ranging from weeks to, in some cases, years. Ranked by centres against the GDS digital inclusion scale, 68% of participants were ‘Willing and Unable’ or ‘Learning the Ropes’, with a positive perception of computers and the internet and a desire to learn more, but not capable of independent, self-guided learning.3 The remaining 32% of participants were more or less evenly divided across the ‘Task Specific’, ‘Reluctantly Online’ and ‘Never Have, Never Will’ categories, indicating a need for encouragement and guidance to understand the benefits of being online as well as basic skills support. The project tested whether mobile could help people overcome the barriers - whether of skills, motivation or access - impeding their ability to engage with the internet. Participants were motivated by a range of reasons. Finding work and developing employability skills was, understandably, cited by almost all unemployed participants as the main reason they attended their centre; as one jobseeker at SWEDA frankly stated, ‘the fact is that these days you can’t even look for a job without computer skills, and you can’t do most jobs without them either.’ 4 Although making use of online government services was only mentioned explicitly by one participant, this can be assumed to apply to all unemployed participants, who are required to record employment-related activity using either the Universal Jobmatch or Universal Credit online systems. 19% of unemployed participants also mentioned motivations unrelated to employment, especially the desire to get online in order to connect with their family (specific reasons ranged from helping children with homework to keeping in touch via Skype and Facebook). Keeping in touch with family (especially grandchildren) was also cited by 60% of older participants, for whom loneliness and isolation can be profound. One participant at Age UK South Tyneside remarked that her husband’s recent death meant that ‘It’s the first time in many years I’ve been so completely alone’. Older participants were also three times more                                                                                                                3 Government Digital Inclusion Strategy policy paper (Cabinet Office, 2014), appendix 2. Available online at: https://www.gov.uk/government/publications/government-digital-inclusion-strategy/government-digital-inclusion-strategy#2 4 Not all unemployed participants reported finding work as a motivation; for those on Employment and Support Allowance, a certain amount of work-related activity may be required by a Jobcentre, even if it is acknowledged that there is little chance of a claimant finding work in the immediate future.

 

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likely than others to be interested in using Skype. However, a further 37% of older participants did not have a specific reason or type of online activity in mind, citing more general motivations such as a desire to keep the mind active, to find out what the internet could offer them, and ‘to keep up with modern technology’. Several were inspired to start learning on the suggestion of family and friends, or had seen others using the internet, especially children and grandchildren using mobile devices. Across all target audiences, other motivations cited more than once by participants included learning how to shop online, pursuing hobbies, improving their health or that of someone they cared for, to increase face-to-face social contact in their centre, and to provide a lifeline to the wider world when unable to leave the house. In almost all cases, the desire to learn was tempered by trepidation and uncertainty. 48% of participants understood that the internet was useful, but could potentially be unsafe for a variety of reasons. A lack of confidence and a feeling that it was ‘too late to catch up’ was cited by a further 21% of participants. The Centre Manager at Destinations@Saltburn summed up a typical new user’s relationship with the internet as ‘she understands its uses, but is a little fearful of her own limitations’. The evidence suggests that building confidence, and helping people to understand how to navigate safely online, is as important as part of digital inclusion as the development of basic digital skills.

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THEMATIC FINDING 1: MOBILE IS FLEXIBLE AND INTUITIVE FOR NEW USERS

78% of participants who were loaned a tablet or smartphone reported that they found the device easy to use in comparison to a laptop or desktop, with 88% improving their digital skills. Access to mobile devices and connectivity led to changes in online behaviour as well as more regular use. The findings of the Mobile Devices project bear out the suggestion in Vodafone’s Mobile Digital Inclusion report that the touchscreen interface of a tablet is more intuitive than a mouse and keyboard for new users.5 Commonly cited advantages included lightweight and increased portability, the ease of switching the device on and off, the intuitive ‘tap and swipe’ interface, and the layout of the desktop with all apps and programmes visible. Several tablet and smartphone users were initially worried about accidentally damaging a piece of equipment that did not belong to them, but the robustness of the devices - combined with reassurance from centre staff - led to confident experimentation. As one participant put it, ‘once I figured out I couldn’t really break it, I just had a play.’ A particular strong finding was the connection between mobile access and accelerated learning. 88% of participants improved their digital skills during the Mobile Devices project, and centres noted that how and why they used the internet often changed dramatically. At the most basic level, mobile access leads to increased time to practice, with three centres noting that people who had made slow progress before the project - often forgetting and repeating learning week after week - suddenly started to consolidate their learning and move on with the mobile device. Interestingly, this seems to have been in part because of the lack of support that came with mobile access; the Manager at the Your Tung Sing centre observed that ‘in a 'learn for themselves' situation people had to take the initiative to deal with problems, rather than rely on support in face-to-face sessions.’ Several centres noted that tablets also resulted in far fewer technical issues than laptops or desktops - including system errors, update notifications and pop-up warnings real or otherwise - which tended to hold up participants’ independent progress whether in-centre or at home. Of the participants who didn’t find their device easy to use, the majority were loaned smartphones. 39% of smartphone users reported finding their device too small to use easily, due to problems seeing the screen or not being able to tap and swipe accurately. In some cases this led to the device being returned and reallocated to a new user, and this figure does not include several older people who rejected the smartphone and therefore did not become involved in the project. Other smartphone users stated that the screen was too small for

                                                                                                               5 Mobile Digital Inclusion, p. 31.  

‘If you’re just going into your class once a week, you forget things, don’t you? This way I could practice between the sessions, and just explore a bit on my own. It took me a little while to get used to the phone, but once I figured out I couldn’t really break it, I just had a play.’ Learner, West Harton Churches Action Station (WHCAS) ‘We have found learners have gained more confidence and have done so quicker than others who have not had access to mobile devices.’ Centre Manager, Sandwell Women’s Enterprise Development Agency (SWEDA)

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certain activities that they preferred to carry out in their local UK online centre - such as learning - but acknowledged that the portability and ease of internet browsing more than compensated for this.6

Although tablets may be easier for new users on average, usability and preference are influenced by a complex combination of factors. PC For You, working predominantly with older people, has found that women are more likely than men to prefer tablets and smartphones, as they have smaller fingers and are more likely to want to use a stylus (several centres noted that touchscreens seem to be less responsive to older users’ fingers). People with working-life

experience of typing can also prefer the familiarity of a physical keyboard, especially where writing longer text is required (as in emails). The Mobile Digital Inclusion report suggests that tablets may be preferable for older people ‘who may never have learned to type’, but this experience appeared to be connected to gender and socioeconomic background more than age: centres noted that they regularly encountered older people, especially women, who had learned to type using the qwerty keyboard of a typewriter.7 People with tremors and poor dexterity at Age UK South Tyneside and A1 Community Works reported that a physical keyboard can be easier to use, and less likely to cause problems. A tutor explained that pressing the wrong key on a keyboard generally causes a single error in typing, whereas slipping or pressing the wrong area on a touchscreen can cause items to move or shrink in a disorienting way. Conversely, R’n’B Learning Zone - which receives referrals from a head injury unit at a local hospital - found that the tablet interface is simpler and easier to remember for those with memory problems, and that the overlay of interface and display reduces errors due to poor hand/eye co-ordination. Clearly the ideal solution depends on the individual, and in some cases external advice and support may be required to ensure the most appropriate device is chosen and tailored skills training provided, but the usefulness of mobile for older and disabled people is clear. 47% of participants loaned tablets or smartphones took advantage of the opportunity to personalise their device with apps, tending to stick to familiar names - Twitter, Facebook, iPlayer, Kindle and WhatsApp - rather than less well-known, more specialist programmes. Participants were generally impressed by the ease with which apps could be downloaded, and the range available, although some were reluctant to set up a Google Play account. The word ‘account’ is often confusing for new internet users, since outside of the internet it almost always implies financial transaction, and centres in the Mobile Devices project found that some participants either refused to supply the personal information required to create an account, or could not be convinced that downloading apps advertised as free would not incur a hidden charge. One centre noted that new mobile users being prompted to set up an account when switching on their device for the first time was particularly off-putting, stating that any kind of transactional activity is best left until people have developed good basic skills and familiarity with the relevant language and concepts.

                                                                                                               6 It should be borne in mind that the smartphones used in the Mobile Devices project were chosen on the basis of relative affordability and as such had small screen sizes (3.7” and 4”). 7 Mobile Digital Inclusion, p. 30.

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CASE STUDY: Rita, Age UK South Tyneside A regular attendee at Age UK South Tyneside, Rita, 76, was loaned a smartphone device as part of the Mobile Devices project. She had some experience of technology from her working life - as a telephone operator in the army, and using cash registers - and was not intimidated by computers and the internet. However, she was surprised to discover just how easy her smartphone was to use: ‘I literally got it home, and just started using it. It really was that easy. We’d done some basic searching and things in the classes so I just typed in some things that interested me - the address of some friends in Australia so I could see where they lived, the name of my favourite country and western singer - George Jones. And I was still there, in bed, at 3 o’clock in the morning, listening to George Jones on this phone - and completely hooked on the internet! I couldn’t believe how easy it was. Every now and again you get a bit lost and don’t know quite how you got to where you are, but it’s not too hard to find your way again. And there’s just so much you can do and see. I’ve been and looked at Richmond in Yorkshire on Google Maps, where I lived on the green when I first got married, and I don’t mind telling you it choked me up to see it all again. I’ve started on Facebook, though I don’t quite know what I’m doing just yet! And I love playing games - anything from Bubble Witches to Animal Saga. And I’ve even played them against my friend in Australia! It really does keep your mind active and keep you going.’ Centre Manager Martin showed Rita how to use the smartphone’s magnifying tool to read text easily, and observed a huge improvement in her skills and confidence, which were given a further boost at Christmas when she was given a tablet by a family member, allowing her to continue her learning journey at home as well as in her UK online centre.

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THEMATIC FINDING 2: UK ONLINE CENTRES SUPPORT IS ESSENTIAL FOR PEOPLE WHO LACK CONFIDENCE

The severe social exclusion of the people chosen for the Mobiles Devices project meant that support from UK online centres was important, with 80% of participants requiring help with issues ranging from confidence-building to solving technical problems. Data suggests that mobile devices and the support offered by UK online centres are mutually reinforcing, a powerful combination that leads to rapid increases in skills, and the motivation and confidence required to get online at home for the first time. Support from centres consisted primarily of skills training, especially for people who had not used mobile devices before. Touchscreen may be more intuitive than a mouse and keyboard interface, and mobile devices less likely to encounter technical problems, but this does not necessarily remove the need for external support, especially when people with very low levels of skills and confidence are using devices for the first time. It should be noted that the baseline skill level of the Mobile Devices project participants was lower than that of the wider UK online centres population, in which 34% of people are able to use social networking sites or carry out online transactions before or within a month of starting their learning, and 41% require another person to always be on hand to help. Further research is required, but this suggests that most people accessing UK online centres support are in a position to take advantage of the benefits of mobile devices more quickly and with less additional support. Where support was required, it was tailored to account for mobile access. Several centres offered a free telephone support service to project participants (and others who had recently got online at home), to help with technical issues or to get around sticking points in their learning. Centres also helped participants to develop confidence handling their devices with innovative strategies including an initial unsupported period where experimentation was encouraged, and deliberately making and correcting mistakes as part of an introductory training session (such as deleting and restoring icons, and changing and restoring settings). Even where family was available and able to help with digital skills, the additional needs of many participants meant that the support of UK online centres was invaluable for other reasons. 100% of jobseekers were offered employability support including how to find and apply for jobs online, CV writing and support towards accredited qualifications. 17% of participants have reported improvements to their literacy or numeracy skills during the project, and increases to self-confidence and feelings of self-efficacy have been widely reported (see section on health and wellbeing, below). Mobile clearly has an important role to play in new users’ wider personal development journeys, with mobile access helping them to

‘Having the hotspot set up was great, I couldn’t have done it without the staff. Being able to call them from home and know they would help was reassuring.’ Learner, WHCAS ‘The learner felt confident knowing that our staff are just an email or phone call away in order to help with any technical problems – this has allowed us to support them with practical demonstrations and troubleshooting.’ Centre Manager, SWEDA

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find and apply for jobs as soon as they become available, improve basic skills, manage benefit claims and access online government services. Finally, the importance of UK online centres for advice and support with investing in devices and connectivity should not be underestimated. The knowledge of staff and the trust that people place in their advice means that they are often the first point of call for those who want to get personal internet access for the first time. People are often reluctant to go to a high street retailer where they might, as one centre put it, be ‘bamboozled with techy talk’.8 Some centres gave a ‘prescription’ to people who had decided to buy their own device, to avoid them being sold something they do not need; others offer to buy devices on their behalf.9 People will also bring new devices to centres rather than retailers in the first instance, for help with setup, knowing that centres will explain things clearly and simply. If mobile is to be a solution to digital inclusion, this solution needs to be implemented with the understanding and support of those helping people on the ground.

 

                                                                                                               8 A tutor at PC For You felt that sales staff were often bad at connecting with older people, and cited John Lewis - with a large base of older customers - as a positive example of how to support older people to make the right choice when buying mobile devices and other IT.  9 The Centre Manager at Destinations@Saltburn noted that ‘the relationship centres have with learners very often goes far beyond that of tutor/student... It is because of this relationship that our role in deciding if, when and what to buy is so important to our users. We are also in a position to have seen what the learners circumstances, needs and digital aspirations and abilities are and as such can guide them to what devices will help with these.’

 

‘I wouldn't have thought to try a mobile device without their support. I thought I would have to have a large machine on a table. They have opened up a new world for me.’ Learner, Lincs Training ‘The centre are helping me to get Maths qualifications for when I need to start looking for work in the near future.’ Learner, Lincs Training

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CASE STUDY: Denise, West Harton Churches Action Station

Denise was first inspired to get online when she visited her father’s sheltered accommodation scheme, and saw residents learning how to use mobile devices as part of an outreach session delivered by West Harton Churches Action Station. She recalled that ‘there was everyone - all older than me - on all of these tablet computers and phones... that’s when I got chatting to [Centre Manager] Louise.’ As a result, Denise started to attend weekly drop-in classes at WHCAS, where she made steady progress through a combination of support, a social learning environment, and her own determination. ‘There was just so much to take in, and I didn’t think I could do it. I swore I wasn’t going to go back, but I did... and each time it got better and better, and all started to make some sense. What’s more, I started to make some friends, and we were all in the same boat. We started off at the very beginning, which is exactly what I needed. The tutors are fantastic - really lovely, lovely people. It just makes such a difference to have that support.’ However, she found that she tended to forget what she had learned in the time between classes. Once she became involved in the Mobile Devices project and had the use of a smartphone she ‘could practice between the sessions, and just explore a bit on my own.’ Personal, mobile access to the internet helped Denise to consolidate her learning, to the extent that she was able to personalise her device with apps and use her smartphone with confidence wherever she went. Her new skills have also brought her closer to the grandson - who has helped her to download apps - but in most cases she finds that staff and volunteers at the centre explain things more slowly than her family, and with more patience: ‘No one patronises you or makes you feel stupid if you don’t know things - you can just go at your own pace.’

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THEMATIC FINDING 3: MOBILE TECHNOLOGY PROVIDES FLEXIBLE SOLUTIONS FOR PEOPLE WITH COMPLEX LIVES

Participants across the project took full advantage of the benefits of mobile data, with 55% reporting independent learning and use of the devices at venues including community and day centres, social clubs and friends’ and family members’ homes. In particular, the importance of mobile data for people with caring responsibilities was clear. All participants with a caring role either took their device to the person they cared for, to go online together for everyday tasks like grocery shopping, or were able to get online at home for some respite from their responsibilities despite not having home broadband. A participant whose mother suffered a heart attack in November took her tablet onto the hospital ward and used the mobile data connection to stream catch-up television, avoiding the hospital’s expensive media charges. Use of integrated cameras out and about was also reported by several tablet and smartphone users, who did not have access to a camera before the project began. A participant at SWEDA used his tablet to take up photography as a serious hobby for the first time since school, and is now undertaking a graphic design course at his local college. Findings also reinforce the suggestions in Mobile Digital Inclusion that mobile data has particular advantages for those living in group housing, sheltered and rental accommodation, where installing fixed broadband may not be an option.10 Three participants at A1 Community Works live in a sheltered scheme for disabled people, where broadband is not available either in private rooms or communal areas, despite repeated requests from residents. Community Development Worker Emily Harbron noted of one participant that, 'Whilst he appreciates that he's able to use it wherever he wants, the main thing to him is being able to use it at all.'

                                                                                                               10 Mobile Digital Inclusion, p. 30.

‘I have now bought my own tablet which is a lot easier for me to take with me when visiting family and still keeping in touch with people at home.’ Learner, Community Action Wyre Forest ‘Learner was able to go round and do her mum’s shopping online with her, which was better for her and her mum because it was more like shopping together.’ Centre Manager, R’n’B Learning Zone ‘The learner has been accessing the internet whilst outside of our centre and away from home,using the camera and editing software whilst on day trips.’ Centre Manager, SWEDA ‘I even take my tablet with me on my mobility scooter when going to see friends.’ Learner, Lincs Training

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CASE STUDY: Frank, Starting Point Frank is a retired landlord who spent most of his life in Glasgow. When he was young he was a talented gymnast and although he was partial to the odd drink and cigarette, kept himself fit. After moving to Stockport several years ago, Frank found that his circumstances has changed dramatically. As well as coming to terms with living on a pension, he found himself experiencing a degree social isolation: 'Being a landlord means that you feel you know everyone, so I found it hard when I moved here and knew nobody.'

Although he had used computers in work for stock control and managing staff rotas, Frank was also aware that his IT skills had not kept up with technology. He started attending drop-in learning sessions at Starting Point, as much for the social aspect as to brush up his skills. Having expressed an interest in getting back into fitness, Frank was given a smartphone by Starting Point as part of the Mobile Devices project, as well as the loan of a Fitbit. The ability to check his progress while on the go using mobile data encouraged him, and helped him to set and achieve goals: 'I downloaded an app for the first time and got to grips with using my Fitbit. It showed me how many steps I took a day. The NHS Choices website says we should aim for 10,000 steps a day, so I started with that.' In November 2014, Frank and his son climbed Snowdon, accompanied by the mobile technology that had made this achievement possible.

Frank says of his device, 'It’s given me a new lease of life, or at least a conscience. I’m spending more time with my son doing outdoor activities and I’m also back at work, teaching gymnastics on a Saturday morning'.

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THEMATIC FINDING 4: MOBILE HAS SIGNIFICANT COST BENEFTS FOR PEOPLE ON LOW INCOMES

70% of participants were impressed by the flexibility of mobile in terms of cost and usability, and felt that it could have advantages for them over fixed broadband. However, whatever the connectivity option, cost remains a significant barrier for those on low incomes who want to get online. Participants who expressed a positive opinion of mobile gave a variety of reasons for preferring it over fixed broadband: that it did not involve set payments or fixed-terms contracts, could be used out and about, and (for people living in certain kinds of communal accommodation) that it represented the only viable way for them to get online. Also - since the cost of fixed broadband is in addition to line rental charges - mobile represented an economic solution for those who did not have a landline. The centre manager at Your Tung Sing, which supports social housing tenants, commented that a ‘notable percentage of our residents have no land-line to their property at all’, and that the cost of installation as much as monthly line rental prevented people from getting fixed broadband. However, despite the clear advantages of mobile, both centres and participants repeatedly stated that below a certain level of disposable income the difference in cost and flexibility between mobile and fixed broadband becomes irrelevant. One centre manager noted that another participant ‘has talked about mobile as being a more flexible option - when she can afford it.’ Another participant ‘loved her device, but does not think she will be able to afford to replace it herself.’ Overall, a third of those participants who felt that 3G could be useful for them also explicitly stated that they could not afford any connection at the time of their involvement in the project; despite the overwhelmingly positive perception of mobile data and devices throughout the project, ‘cost has been the main reason holding people back from buying their own device.’

‘Mobile broadband allows for more control of costs on pay as you eat data packages which for many, particularly older people, is a much better deal for them. In our experience most appear to use a very limited amount of data, mainly for email & light surfing and maybe Skype.’ Centre Manager, Age UK South Tyneside ‘Now I have to weigh up the costs of getting my own smartphone. I’m not sure I can afford a big monthly payment, but I like the idea of pay as you go, and I’m used to that because that’s how my current mobile phone works.’ Learner, WHCAS ‘Paula loves the internet… Cost remains the main barrier, but we are going to give her a new PAYG device and her family will put £10 on for her to get started.’ Centre Manager, WHCAS ‘I even take my tablet with me on

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CASE STUDY: Abbie, Lincs Training  Abbie lives in rural Lincolnshire, where she works part time in a local shop and provides unpaid care for her housebound mother, as well as other elderly relatives living locally. Without digital skills and with no home internet connection, everyday activities like benefits claims and using local council services cost her time and money, requiring regular journeys by public transport to the nearby town of Louth. After seeing an advert for an outreach computer class delivered by Lincs Training in the Trinity Centre in Louth, Abbie began to learn how to navigate the internet, and discovered how it could make everyday tasks cheaper and easier. Abbie was loaned a Wi-Fi hotspot as part of the Mobile Devices project, together with a tablet belonging to Lincs Training. Able to get online at home for the first time, Abbie started to teach her mother the skills she’d learned with Lincs Training, and they looked together at family history sites, and learned how to pay for green waste collection online. Abbie was also able to manage her benefits online, rather than having to make a weekly trip to Louth. When the Mobile Devices project drew to a close, Abbie knew that she could not afford a separate tablet and broadband connection; she also needed a new mobile phone - essential for her role as a carer - as her old one would not keep a charge. After seeking advice from staff at Lincs Training, she chose to invest in a smartphone that provided an integrated solution, with call functionality combined with flexible mobile internet access. Being able to buy data as and when she needs it means that she ‘can put a set amount of money on it and not overspend’, and although she can only afford a little data each month, her phone allows her to carry out everyday tasks so that her time at computer classes can be devoted to learning. Lincs Training are working with Abbie to find a long-term affordable solution to get her online at home. In the meantime, mobile has provided a halfway house that fits her budget, keeps her in touch with her family, and allows her to access services and make the most of her learning.

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THEMATIC FINDING 5: MOBILE INTERNET CAN HELP PEOPLE IMPROVE THEIR HEALTH & WELLBEING

A majority of participants reported that personal, mobile access to the internet led directly to a range of benefits for personal health and wellbeing, with 60% of participants reporting increases to confidence and self-esteem as a result of their involvement in the project, and 17% reporting improvements to or better management of their mental health. The benefits of creative activities for mental health has been repeatedly confirmed in studies. In the Mobile Devices project, mobility has opened up new possibilities for creativity, with participants using their devices to take photographs and exchange them online, and research creative writing projects. Improvements to skills and new self-confidence have also led to participants being seen in a new light by their families and peers, and assuming new roles and responsibilities. Several participants became informal champions of mobile technology in their centre as a result of the Mobile Devices project, building their self-esteem (not to mention the centre’s capacity) by showcasing the capabilities of their tablets and helping others to learn to use mobile. At an everyday level, the project has added to the weight of evidence that digital inclusion can help to overcome loneliness and isolation and strengthen social bonds. Participants stated that they ‘now feel part of my group of friends again’ and ‘feel part of society now’, and reported better and more regular communication with friends, children and grandchildren, especially using Skype. Claude at Destinations@Saltburn noted the importance of her tablet in helping her to keep in touch with family living abroad while having to manage care responsibilities for her husband: ‘When your life is turned upside down, you rely on those closest to you to help you through....Devices like this bring people together, helping share problems and troubles, but also by letting you talk about things together they can help to just make you laugh again.’ This was an especially important benefit for participants with physical disabilities and limited mobility, for whom mobile devices provided a lifeline during extended periods in the home, and for participants with learning disabilities who could use their device to reduce boredom and isolation if they did not want to engage with organised social activities. Centres supporting housebound people also noted that tablets were easier to lift and use than a laptop or

‘I feel in control of my life again and I don’t have to rely on others for help everyday.’ Learner, Lincs Training ‘The learner now has a new status in her family, she is now perceived as the family whizz-kid’ Centre Manager, R’n’B Learning Zone

‘It’s important to me that I can help my children with their schoolwork and also that I am able to see if there are any problems at school. This has helped me do both and I feel much more able to be part of their learning as well as my own.’ Learner, Destinations@Saltburn ‘Being online at home has given me a boost. It’s connected me to so many things – new friends, my grandsons, old hobbies and new interests.’ Learner, WHCAS

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desktop, making them easier to use over an extended period of time. The relative ease of using the zooming and magnifying features of tablets and smartphones was also widely reported. Two participants reported direct physical health benefits, although given the project timescales and the kind of use required to achieve positive health outcomes this is not surprising. For example, although the kinds of mobile e-health activity suggested in the Mobile Digital Inclusion report - for example medication reminder apps like PillManager - have not been reported, centres have emphasised that the confident use of apps takes considerable time and support, with any use among participants restricted to the most widely known and popular apps (see section on usability, p. 18). However, where benefits related to managing and accommodating physical health conditions were reported, they have had a significant impact on participants’ lives. Claude, a participant at Destinations@Saltburn, has recently become a carer for her husband, who is suffering with Alzheimer’s. The tablet allowed her to look up health management information on his condition, as well as joining support groups and forums to share advice and experiences with other carers. Centre Manager Paul Davies noted that Claude’s situation has required 'a good deal of travelling... She has also had to rearrange her home situation, using downstairs rooms as bedrooms. All of this would have made fixed access difficult and simply not fitted in as well as mobile technology did.'

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CASE STUDY: Mark, West Harton Churches Action Station Mark received a tablet as part of the Mobile Devices project, helping him to take better control of long-term physical and mental health problems. Proper management of these problems requires him to make regular appointments with his GP, but doing so over the phone made him anxious to the extent that he would avoid bookings to the detriment of his health. The tablet has allowed him to access the surgery’s online booking system, leading him to feel that he has ‘regained some control… I can pre-arrange things rather than crisis management, which is what usually happens.’ It has also enabled him to better manage his strictly starch-free diet, which requires regular research to find ingredients and recipes. Previously he had to search for recipes online at the UK online centre or local library, and make shopping trips for specific ingredients – the entire process often leaving him too tired to actually prepare a meal: ‘If I’m going to cook something and have half the ingredients already at home, it’s impractical to come into town to use the internet to look up what else I can use.’ With the tablet he was able to ‘look for recipes that use what I’ve got in the cupboard… I can use Google at home to find starch-free ingredients I can use as substitutes, and look for recipes that use what I’ve got in the cupboard.’ The combination of better management of his diet and medical appointments has given a great sense of self-efficacy, as well as improving his physical health. He remarked that ‘…the internet is enabling me to manage my own health… It’s giving me a bit more freedom to say, ‘well I can be in charge of this,’ whereas before I wasn’t, I was just avoiding it really. I’ve got more options now.’

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THEMATIC FINDING 6: MOBILE IS AN IMPORTANT TOOL FOR DIGITAL INCLUSION

Mobile plays an essential role in digital inclusion. Mobile devices are used heavily by UK online centres to deliver outreach classes, 1-to-1 support in people’s homes, and to offer ‘try before you buy’ loan schemes. Mobile also blurs the line between teacher and learner, giving participants the opportunity to pass their skills on to others in a variety of ways. In the Mobile Devices project, three centres used their Wi-Fi hotspots to run classes in sheltered housing schemes and rural locations where fixed broadband was not available, and R’n’B Learning Zone used their smartphone to showcase the capabilities of mobile to other people in their centre (some of whom were unaware that a smartphone could be used to access the internet), rather than loaning it to an individual. These examples of communal use only occurred in a minority of cases because the project focused on the benefits of individual, personal access (the centres in question being unable to find a suitable person to whom the device could be loaned). Across the wider UK online centres network, mobile is widely used to engage those who ‘are unlikely present themselves for training at online centres or libraries’.11 Nine out of ten UK online centres deliver outreach sessions, with some of the most popular outreach venues requiring the use of mobile data and devices: care homes (where outreach is delivered by 12% of centres), sheltered housing schemes (19%), social housing communal lounges (14%), and individuals’ homes (15%). 12 Evidence from the Mobile Devices project also suggests that mobile devices and data can encourage peer-to-peer support, one of the most powerful ways in which new users can take a leading role in consolidating their learning and creating capacity for UK online centres. Participants with tablets at R’n’B Learning Zone, SWEDA and WHCAS have demonstrated their devices to others and passed on their new skills, and at Queens Cross Housing Association - where fixed broadband is unavailable in communal areas - Wi-Fi hotspots were used not only to deliver outreach classes, but also to allow tenants to meet between classes with tablets and laptops and show each other what they had learned. The digital inclusion officer at QCHA noted that hotspots were ideal for their digital inclusion activity: since fixed broadband is available in private rooms, few tenants have any reason to use the internet in communal areas except for the purpose of learning (whether tutor or peer supported). Rather than spending money on a fixed broadband connection in a communal room that would only be used for a few hours of learning sessions a week, a hotspot can be moved between sheltered accommodation schemes to run classes in different communal areas throughout the week.

                                                                                                               11 Mobile Digital Inclusion, p. 29. 12 All figures from the Q3 2013-14 quarterly network survey of all centres in the UK online centres network; summary of findings on outreach available online at: http://www.tinderfoundation.org/sites/default/files/q313-14surveynetworkinsightsonoutreachdelivery.pdf

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CASE STUDY: Nigel Devereux, Your Tung Sing

 Nigel Devereux is the Community Project Officer for Your Tung Sing in Manchester, a branch of the Your Housing Group. Nigel explains, that ‘we’d previously attempted digital inclusion activity in housing schemes that had communal areas, but we found putting this onus on the tenant learner - to come to where the technology is - immediately raised barriers. With older tenants, mobility is often an issue, and even travel costs were limiting the people we could engage with. The tablet and Wi-Fi hotspots were the perfect solution to this. It meant that we could pack a Wi-Fi hotspot and a few tablets, essentially a digital inclusion session in a bag, and take it to where the learners were.' Once tenants started to hear about the availability of the devices, Nigel started to see examples of self organising. Groups of tenants in neighbouring properties would invite Nigel to run a group session in an individual’s home, an ideal solution for sheltered schemes where there was no communal area - and because both tablet and Wi-Fi hotspots could be charged ahead of time, using tenants’ power supplies was not an issue. As part of a series of events to celebrate Your Group’s 30th anniversary, two tenants - sisters Dorothy and Joyce Hatton - asked if they could run a World War One and family history online research session for themselves and other tenants. Due to high levels of interest and engagement, Nigel noted that ‘we’ve also seen friends and family becoming a support network, so while the Your team has been there for support, it’s become sustainable without putting lots of extra pressure on us...the devices have been bringing communities together.'

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APPENDIX A: THE DIGITAL EXCLUSION LANDSCAPE IN THE UK

The demographic profile of the digitally excluded population in the UK is changing. After rising rapidly for several years, the percentage of people with a home internet connection has started to slow.13 Recent studies suggest that those who remain offline are increasingly held back by a complex combination of social exclusion, deprivation and disadvantage.14 Among UK adults who do not intend to get home internet access within the next 12 months, reasons relating to cost have increased sharply; from 23% in 2012 to 32% in 2014.15 Reasons that imply poverty - such as lack of ownership - are also much more frequently cited, up from 19% to 34%.16 These large increases do not correspond to increases in the cost of devices and connectivity, but rather appear to indicate a shift in the demographic profile of the digitally excluded towards those on low incomes: an increasing proportion of the digitally excluded population are simply unable to afford home access.,17, 18 Fewer and fewer older people are offline because they ‘did not grow up with computers’; like the rest of the offline population, they are more likely to face a combination of barriers including poverty, poor literacy and numeracy, disabilities and complex health issues.19 Age still remains the biggest single indicator of digital exclusion, with only 42% of those over 65 using the internet, compared to 83% across all age groups.20 But it should be noted that rates of internet use among over 65s are rising faster than for any other age group, partly because of the explosive popularity of tablets (tablet use among over 65s more than trebled between 2012 and 2013, from 5% to 17%), partly because of natural demographic changes over time (older non-users are dying, and digitally literate younger people are entering the cohort).21 This demographic shift presents considerable challenges for digital inclusion practitioners. Digitally excluded people increasingly need a range of advice and support services as they are

                                                                                                               13 Ofcom: Adults Media Use 2014 chart deck 7, p. 33, available online at http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/adults-2014/Adults_report_Section_7_chart-deck.pdf. The rate of change in percentage of those with a home internet connection slowed considerably between 2005 and 2012, from 8% (between 2005 and 2007, and 2007 and 2009) to 5% (between 2009 and 2011), and has remained static between 2011 and 2012; at the same time, the percentage of those stating they were likely to get online at home in the next 12 months has decreased from 7% in 2005 to 2% in 2011 and 2012.  14 See for example Helsper, Ellen J. and Reisdorf, Bianca C. (2013) A quantitative examination of explanations for reasons for internet nonuse. Cyberpsychology, Behavior, and Social Networking, 16 (2). pp. 94-99. ISSN 2152-2715 15 Ofcom: Adults Media Use 2014, p. 94. Available online at: http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/adults-2014/2014_Adults_report.pdf. The report notes that the percentage for cost-related reasons is probably an underestimate, as some survey respondents might not feel comfortable giving this reason. 16 Ibid, p. 94. The biggest single reason given by those who do not intend to get online is ‘lack of interest’. The authors note (p. 95) that this ‘could be masking those who do not intend to get the internet at home for various underlying reasons’. 17 Ofcom: Cost and Value of Communications Services in the UK, pp. 4-5. Available online at: http://stakeholders.ofcom.org.uk/binaries/research/consumer-experience/tce-13/cost_value_final.pdf 18 Wider economic factors - low pay, rising living costs, and recent reforms to tax and benefits systems - may partly explain this demographic shift, but this makes little practical difference to those who are digitally excluded. 19 In 2013-14, 58% of people who attended UK online centres were in receipt of means-tested benefits, 37% were unemployed, 50% education below level 2, and 31% had an annual income under £10k. Vivian, David, Elizabeth Murphy, and Jessica Huntley-Hewitt. 2013-2014 User and Progression Surveys Annual Report, p. 9. Rep. IFF Research, 7 May 2014. Web. 10 Dec. 2014. Available online at: http://www.tinderfoundation.org/our-thinking/research-publications/2013-2014-annual-report-uk-online-centres 20 Ofcom, Adults Media Use 2014, p. 14 (percentage of people going online on any device, in any location). 21 Ofcom: Adults Media Use 2014, p. 4. Internet use among over 65s rose from 33% to 42% between 2012 and 2013 - a 27% rise. The next greatest rates of change were observed among 45-54s (from 84% to 91% - an 8% rise) and 25-24s (92% to 98% - a 6.5% rise).  

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less likely to attend traditional learning venues, or to be able to afford the commitment of a fixed broadband contract. UK online centres are already using mobile data and devices to respond to these challenges, making the internet more accessible through device loan schemes and outreach classes that engage demographic and geographic communities where digital and social exclusion is highest, helping people to consolidate skills, develop confidence, and understand how personal access to the internet can change their lives.22 Data from the Mobile Devices project include strong examples of how mobile can be used for more effective digital inclusion, and suggests what steps can be taken at a national level to make mobile more accessible to the most excluded in British society.

                                                                                                               22 See Mobile Digital Inclusion, p. 29.

 

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APPENDIX B: CENTRE & PARTICIPANT SELECTION

Location of UK online centres participating in the Mobile Devices project

Tinder Foundation recruited seventeen partners from across the UK online centres network to support the project, all of whom were already known to work with people experiencing severe levels of social exclusion, disadvantage and deprivation. Each centre was asked to identify four service users who fell into one or more of nine target categories which correlate strongly with digital and social exclusion: older age (two categories: over 65 and over 75), economic disadvantage (two categories: low income and unemployment), and health conditions that have an impact on wellbeing and everyday life (four categories: hearing impaired, visually impaired, mobility impaired, learning disability and mental illness).23 These categories were chosen because of their strong correlation with digital

                                                                                                               23 Age categories were chosen in line with research that tends to divide older age into these cohorts based on a range of factors such as prevalence of illness and disability; physical activity; income, expenditure and poverty; social contact, volunteering and civic engagement; and use of health services. See for example Later Life in the UK (Age UK 2015), available online at: http://www.ageuk.org.uk/Documents/EN-GB/Factsheets/Later_Life_UK_factsheet.pdf?dtrk=true

 

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exclusion, and the potential benefits of mobile internet for these groups, as already highlighted in the Mobile Digital Inclusion report.24 Participants by target group (base = 62). Older people: age 65-74 31% Older people: age over 75 21% Economic disadvantage: low income 57% Economic disadvantage: unemployed 45% Health: hearing impaired 3% Health: visually impaired 7% Health: mobility impaired 21% Health: learning disability 10% Health: mental illness 6% Totals sum to more than 100% because participants could be placed in more than one target group. For example, 50% of participants over 75 were also mobility impaired, and 92% of those unemployed were also on a low income.25 There was also a strong correlation between low income and older people, with 30% of those over 65 being placed in the low income category. This is a valuable caution against the tendency to separate older people - who are assumed to be digitally excluded because they ‘came to computers late’ or are ‘slow to change’ - from those who are digitally excluded due to other forms of social exclusion such as poverty.26,27 A participant at Age UK South Tyneside - in her late 80s and recently widowed - demonstrated the connection between digital and financial exclusion when she remarked that ‘things have been a lot tighter since my husband died, and there’s so many expenses these days. It was nice to be able to see it all laid out [on a household budgeting website] and use the calculator to check my income tax and council tax and things.’

                                                                                                               24 Mobile Digital Inclusion, pp. 29-33. For data on the the correlation between digital exclusion and disability see the Office for National Statistics’ Internet Access Quarterly Update (2013 Q1 Release), which showed that 53% of UK adults who had never been online self-assessed as having a disability in line with the Disability Discrimination Act (DDA) definition of disability. Available online at: http://www.ons.gov.uk/ons/rel/rdit2/internet-access-quarterly-update/2013-q1/stb-ia-q1-2013.html#tab-Disability 25 Unemployed participants who were not placed in the low income category had sources of income independent of their earnings, for example the earnings of their spouse. 26 Research strongly suggests that, whatever measure is used, rates of poverty tend to be higher among the over 65s than the general population. See for example Norton, Matthew and West, Sally: Age UK Evidence Review: Poverty in Later Life (Age UK 2014). Available online at: http://www.ageuk.org.uk/Documents/EN-GB/For-professionals/Research/Age_UK_Poverty_in_Later_Life%282014%29.pdf?dtrk=true 27 The Centre Manager at Age UK South Tyneside noted that ‘more than half of our learners have commented that they are struggling with their finances. As many are on a pension, and therefore a fixed income, any increase in outgoings has a hugely distorted impact on them so the large increases in utility bills in particular leaves them with no disposable income. By far the biggest barrier to becoming connected for learners is cost so unfortunately many learners are unable to access information which would help them with their own finances.’

 

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APPENDIX C: RESEARCH METHODOLOGY

The Mobile Devices project was based on the participatory action research (PAR) approach, with a strong emphasis on trying to actively change the behaviour, attitudes and circumstances of participants. Data collection and analysis was conducted collaboratively between the Tinder Foundation Research and Innovation team, UK online centres managers and other key contacts with an established, long-term relationship with project participants (i.e. tutors and digital inclusion officers). After being given their mobile devices, participants were regularly observed by centre staff with informal discussion of opinions, barriers and progress arising naturally out of the ongoing processes of teaching digital skills and providing technical support. Observation and discussion was complemented by a number of more formal, semi-structured interventions, which helped to generate ‘deep dive’ qualitative data and points of comparison between individual cases. The overall qualitative focus of the research was complemented by quantitative assessment of changes to participants’ circumstances, digital skills and attitudes towards mobile. Timetable of Project Activities & Interventions

UK  online  centres  engaged June  2014

Participants  identified  and  recruited July  2014

Participants  receive  devices August  2014

Participant  baseline  surveys August  2014

Ongoing  support  and  observation  of  participants August  2014  -­‐  January  2015

Centre  progression  interviews September  2014  -­‐  October  2014

Centre  impact  interviews December  2014  -­‐  January  2015

Participant  impact  interviews December  2014  -­‐  January  2015

Project Aims To use ‘deep dive’ qualitative data to develop a better understanding of the benefits of mobile devices and connectivity for learners with poor digital skills, and facing one or more barriers to achievement or wellbeing To assess the hypotheses of Vodafone’s Mobile Digital Inclusion report To better understand the role of UK online centres in supporting new learners to access and use mobile technology To help Tinder Foundation to develop new support strategies for the UK online centres network that foreground mobile as a route to digital inclusion, either through outreach delivery or ‘try before you buy’ schemes. To produce a range of recommendations to inform the policy of stakeholders in central government, the telecommunications industry, and the adult and community learning sector.

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APPENDIX D : ACKNOWLEDGEMENTS

Tinder Foundation would like to thank the following organisations and individuals, without whom this project would not have been possible: Vodafone UK for their donation of mobile devices and funding the research programme. Justin Hornby of Vodafone for his technical support and liaison with Tinder Foundation throughout the project. The staff and volunteers at participating UK online centres who provided support to learners as well as being actively involved in project evaluation, in particular the following key contacts: • Paul Davies, Destinations@Saltburn, Saltburn • Louise Barbé, West Harton Churches Action Station, South Shields • Lynda Bachelor, R’n’B Learning Zone, Birmingham • Tanya Cook and Emily Harbon, A1 Community Works, Colburn • Rich Avison, Lincs Training, Horncastle • Martin Simpson, AgeUK South Tyneside, South Shields • Jo McAree, Wizard Education, Swindon • Adam Farrell and Martin Horner, Volunteer Centre North Warwickshire, Atherstone • Anne Breese, Community Action Wyre Forest, Kidderminster • Tony Hodge and Alison Smythe, PC For You, Sheffield • Hayley Champion, Sandwell Women’s Enterprise Development Agency, West Bromwich • Nyree Scott, Sue Cade and Margaret Muir, Cambridgeshire Working Partnership,

Cambridge • Nigel Devereux, Your Tung Sing, Manchester • James Browning, Questions & Answers CIC, Redruth • Patricia Urquhart, Helen Crawford and Harriet Kennedy, Queens Cross Housing

Association, Glasgow • Nicola Dean, Starting Point, Stockport • Polly Stone, Dragon Arts & Learning Centre, Swansea All of the project participants who shared their experiences so openly to help us evaluate the project. The author wishes to express his gratitude to colleagues Victoria Lawson, Anna Geraghty, Alice Mathers, Emily Redmond and Greg Watson for their invaluable support with the creation of this report.

Author: James Richardson Permanent URL: http://www.tinderfoundation.org/our-thinking/research-publications/mobile-helping-close-digital-divide Comments to: hello@tinderfoundation.org