This article addresses the needs of older adults learning computer skills and the place of technology, especially the computer, in enhancing their lives. A model is discussed that illuminates the process used by older adults to learn computer skills. The model may be used to analyze and provide specific aid for common difficulties of the aged. Suggestions and recommendations are proposed that facilitate the older adult learner's use of computers. One of the underlying assumptions for the model is that the fundamental interests of the learner can be discerned and, with careful preparation by the teacher, motivation will follow.Personhood and its potential are continuously unfolding and technology can become a major source of its realization. As individuals progress toward autonomy, they choose the goals they want to achieve, and decide what activities and which ways of being have meaning for them and which do not. Rather than moving blithely through this process, autonomy is typically achieved with caution and some trepidation, often with no confidence at first (Rogers, 1961). As we age, maintaining control over hard-earned autonomy is constantly challenged by age-related physical, cognitive, and environmental changes. Today, communicating about one's needs and maintaining one's autonomy can be enhanced if older adults learn and use computer skills.According to McConatha (2002), one of the most important factors determining our place in a social environment is our perception
The advent of technology has had a profound influence on nursing education. As an example, use of the Internet is continually gaining importance. The Internet allows students to learn in a classroom, via distance education, or at home. Many nurse educators now adapt traditional content with ease, using alternative teaching methods that integrate Internet technology. In this article, a variety of alternative adaptations are considered. Focused on baccalaureate nursing education, this article presents a limited review and critique of the literature regarding successful use of the Internet.
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<p>The study tested the effect of Web page design accommodations for older adults. Two websites, designed by the researchers, were viewed and evaluated by three groups of adults: Younger (ages 30 to 64), Older (ages 65 to 84), and Oldest (ages 85 and older). The two sites, one with accommodations and one without, had identical health content. Thirty adults in each of three age groups rated both web pages. A 2 X 3, mixed ANOVA, age by page style was calculated. Both main effects and the interaction were significant. In all groups, ratings for the website without accommodations were lower than for the site with accommodations. The ratings of the site without accommodations were lowest among adults in the Oldest group.</p>
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