A Biopsychosocial Survey: Older Adults and Computer Technology

A Biopsychosocial Survey: Older 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)

The “Digital Divide” • Coined by Dr. Simon Moors during a BBC television broadcast to describe the socioeconomic gap between developing and developed countries… (Wikipedia, 2006) • In the U.S. it represents the gap between those who use computers and those who don’t (Morrell, Mayhorn, & Bennett, 2002)

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

Psychosocial Categories Fear / Not In Comfort Zone Self- Concept/ Possible Self Relevance/ What’s the Need? Stanley (2003)

Psychosocial Reasons for Avoiding Computer Technology Avoid computers Avoid Technology centers Extreme Caution Learning Computer skills “Too Old To Learn” Computers Aren’t Relevant Namlu (2003) lists typical computer anxiety behaviors … “I’ll Break The Computer” Negative Remarks About Computers

The Right Culture for Teaching and Learning with the Elderly Environmental Biological Adapted from Whitbourne (2005), p. 2 Psychosocial

A strategy for “social inclusion.” Warschauer (2002) Culture Location Use the communication technology centers (CTCs) Be sensitive to psychosocial dimensions of cultural needs. Make the learning and technology relevant. Norris & Conceição (2004); Stanley (2003) Relevance

How Do Older Adults Learn? • Chaffin and Harlow (2005) Model of Cognitive Learning

Chaffin-Harlow Model of Cognitive Learning Test Find Faults Relate to World Determine Type of Education Art, Culture & Technology Create New Ideas Identify Barriers to Learning Initiate Cognitive Learning Enlarge Sense of Self Meet the Challenge Teach Learn (Chaffin & Harlow, 2005)

Integrating New Perspectives With Old Technology Art Culture The digital divide: Knowing how to use computers makes a difference in older adult lives. No longer bound by four walls, older adults can move from a culture of social isolation to one ofcommuni-cation. Art is a bridge across the generations; sharing one’s songs, stories, and music is a way to connect. Wright, 2000; Morrell et al., 2002 Chaffin & Harlow, 2005;

Three Levels of Learning Adjustment Survival Discovery Skill and comfort level approach mastery. Learners now own the process and explore to meet their own needs. Learner gains in confidence and can follow most directions. Still looking for the one right way to do the task. Tasks make no sense and are beyond grasp. Much emotional and instructional support needed.

Two types of educational Applications for computers • Type I • Limited type of • responses • Required; “Yes,” • Press Enter key; • Hence, easy • To use for training • But is a passive • Activity for • Learner • Type II • Requires • Considerable skill • And active user • Involvement to • Achieve creative • Tasks; drawings, • Letters, cards, • Emails, Internet. Maddux, Johnson, & Willis, 1997

Finding “Faults” Cognitive changes Social isolation Seating Health Lighting Operating Computer Rowe, 1995; Chaffin & Harlow, 2005

Fixing “Faults” Make materials Easy to read Set up Environment Low-glare monitors Identify Problems Roller ball In place of Mouse Use metaphors to explain Rowe, 1995; Chaffin & Harlow, 2005

Relate Ideas to Real World • Many older adults are motivated to learn computer skills • They want to remain independent as long as possible • Connect the computer to everyday life • Find out what they want to do Beisgen & Kraitchman, 2003

Use Appropriate Type of Educational Methods Relate new to old experiences Stepwise Text with Pictures Plan for success Provide small Amounts of information Practice drills At slower pace Provide Personal attention Rowe, 1995; Chaffin & Harlow, 2005

Gardner’s (2004) Eight Types of Intelligence • Definition: “A biopsychological potential to process specific forms of information” • Using this inclusive definition of intelligence, the computer can become a medium of expression • Intelligence, then, is a collection of potentials, values, and opportunities made by individuals

Musical Gardner’s (2004) Eight Types of Intelligence Bodily- kinesthetic Logical- mathematical Viewing Intelligence In Diverse Ways Title Verbal Naturalistic Interpersonal Intrapersonal Spatial

Overcoming Barriers to Learning Ford’s (cited by Emmons, 1999) four factors Environment Skills Biological Architecture Motivation

Factors for Success 1 A Supportive Environment 2 Skills 3 Biological Architecture 4 Motivation Conclusion

Supportive Environment • Myth: Older people cannot learn as well as younger learners– they do, but need more time • Programs can also be developed in the homes and residences of frail older adults who otherwise might not be able to attend a class; for example, Senior Cyber Net (SCN) Chaffin & Harlow, 2005 [many references]

Learn to Deal With The Real Barriers Cognitive Problems Attitudes Bad or Confused Stroke Diabetes Heart Problems Slower Speed; Memory Depression Homebound Isolated Teachers working with older adults encounter many barriers to learning… Wheelchairs Walkers Oxygen Impaired Vision Purdie & Boulton-Lewis, 2003

Make Teaching Accommodations Use Computer’s Toolbox Form Focus Groups Use Parallels To Ease Learning Frequent Breaks Identify Favorite Topics Careful planning and listening can lead to accommodations that overcome barriers … Large Print Monitors Seats Keyboards Lots of Praise Jones & Bayen (1998)

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

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

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

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

Four Developmental Levels of Critical Thinking Level 3 Level 4 Level 2 Level 1 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. Helsing, Drago-Severson,and Kegan (2001)

Helsing et al. (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.”

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

A Biopsychosocial Survey: Older Adults and Computer Technology