Adults and Elders and their use of ICTs. Media Competence of Digital Immigrants

Abstract

The undisputed presence of Information and Communication Technologies (ICTs) in our lives has led to the development of new forms of social, interactive and critical relationships. This study aims to compare the level of media competencies, in relation to six established categories, of two population groups: adults (aged 18-55) and elders (aged over 55). The sample was composed of 714 people from the eight provinces making up the Spanish region of Andalusia. The study conducted was based on the selection and comparison of results of specific items drawn from two separate questionnaires, directed to both population groups. The data were statistically processed in accordance with the distribution of the sample proportions. The objective was to identify and contrast the degree of digital literacy of these two groups, in terms of their use, productivity and interaction with technological tools. The results highlight the needs and demands of both groups in terms of technology, critical reading and audio-visual production. It is notable that adults aged 18 to 30 have a higher level of expertise in the interaction and language dimensions, while those aged 30 and above perform better in critical and participative dimensions offered by such media, such as reflection, analysis and creation. In the over-55 group, there is a direct correlation between income bracket and level of media skills, the latter significantly diminishing with age. La presencia indiscutible de las tecnologías de la información y la comunicación en nuestras vidas supone el desarrollo de nuevas formas de relaciones sociales, participativas y críticas. Este estudio tiene como objetivo comparar el nivel de competencia mediática, respecto a seis dimensiones establecidas, para dos grupos poblacionales, adultos (18-55 años) y mayores (+55 años). La muestra total asciende a 714 individuos de las ocho provincias de la Comunidad Autónoma de Andalucía (España). Se basa en la selección y comparación de resultados de determinados ítems de dos cuestionarios independientes, dirigidos a ambas poblaciones. Los datos han sido sometidos a tratamiento estadístico, según la distribución de proporciones muestrales, para identificar y contrastar el uso, producción e interacción de las herramientas tecnológicas en ambos colectivos. Los resultados destacan las necesidades y demandas de ambos grupos en tecnología, lectura crítica y producción audiovisual. Se advierte además que los adultos con rango de edad entre 18-30 años presentan mejor nivel de competencia mediática en habilidades técnicas relacionadas con el uso instrumental, interacción y lenguaje, mientras que a partir de los 30 aumentan las destrezas en dimensiones críticas y participativas, como reflexión, análisis y creación. En los mayores de 55, existe una relación directa entre el nivel de ingresos y de competencia mediática; esta última disminuye significativamente con la edad.

Colombian Elders and Their Use of Handheld Digital Devices

“…In higher age ranges, low levels of penetration are observed. Similar findings have been found in European countries and in United States (Unión Europea Fondo Social Europeo, 2010; Nimrod, 2016; Román-García et al, 2016; Anderson and Perrin, 2017). Another result of this study is that the use of mobile devices to communicate and access instant messaging and Internet decreases with age, and elders use mobile devices less frequently for social interaction than the younger population.…”

“…Studies in elders carried out in the European Union show that this population is more likely to use traditional mass media than social networks, and they also prefer to use synchronic media such as television, radio, and Newspapers (Unión Europea Fondo Social Europeo, 2010; Nimrod, 2016; Román-García et al, 2016). Such studies agree that the gaps in access, use, and digital literacy between youngsters and elders increase according to age.…”

“…In general, research reveals that mobile devices and access to internet improve life quality at a personal, social, and professional level in elders (Renaud and van Biljon, 2008; Vroman et al, 2015; Öngün and Güder, 2016; Román-García et al, 2016), increase self-esteem (Lustbader, 1997, in Gamberini et al, 2006), and allow the integration to online communities (Iancu and Iancu, 2017). They also provide more access to information (Mikkonen et al, 2002), produce satisfaction, improve self-concept and self-esteem, decrease technological anxiety (Peral et al, 2015), and have a positive impact on the family and society (Aguado et al, 2013).…”

“…In the researches we reviewed, some researchers agree that there is a direct relationship between socio-demographic and school level variables, and the access and use of technologies, especially mobile devices (Kwon and Chidambaram, 2000; Renaud and van Biljon, 2008; Unión Europea Fondo Social Europeo, 2010; Vroman et al, 2015; Román-García et al, 2016; Vošner et al, 2016). …”

Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)

“…-Active participation in civil and political life [80][81][82][83][84][85][86][87][88][89][90][91][92][93][94][95][96][97][98] -Acting socially against aspects of life that do not work properly.…”