Outcomes from a peer tutor model for teaching technology to older adults

Abstract

A key component of social work ethics is social justice and equitable access to resources. Increasingly, this includes access to technology. This study addresses issues related to the 'digital divide' by testing a peer tutor model (Technology and Aging Project, TAP) to teach adults aged  and older how to use information and communication technologies (ICTs) such as email, the internet, online chat rooms and discussion groups, internet-based support groups, and voice technology and webcams. Participants from the control group of a previous programme, TAP (N = ) participated in a six-month computer training programme. Six participants who had successfully completed the TAP training were selected to be peer tutors. Data were collected from tutors and learners at baseline, three months, six months and nine months (three months after the end of training). The current study reports on learner outcomes only. Measures include computer, social support, and mental health-related outcomes. Learners reported a significant and consistent increase over time in their confidence completing certain computer-related tasks and their overall use of ICTs. Mental health and social support outcomes did not change. Overall, the peer tutor model appeared to be at least as effective as the previous staff-directed model.KEY WORDSinformation and communication technologies, older adults, computer training, volunteer. Standards for Technology and Social Work Practice (NASW and ASWB ). Although the Standards provide a much needed guide for using technology in assisting clients, they do not provide a framework for working with specific groups of clients, such as older adults. Of the ten Standards, three are clearly applicable to working with older adults: (a) bridging the 'digital divides' that limit accessibility for some individuals, (b) understanding the strengths and limitations of technologies in meeting the needs of members of vulnerable populations, and (c) using technology to advocate for clients and educate clients to advocate for themselves (NASW and ASWB ). This study addresses issues related to the 'digital divide' by testing a peer tutor model to teach older adults how to use information and communication technologies (ICTs). Literature reviewICTs include computer-based applications that provide access to information anytime, anywhere, as well as those that enhance communication between two or more people, regardless of physical distance. These include web pages, email, the internet, online chat rooms and discussion groups, internet-based support groups, and voice technology and webcams (Blaschke, Freddolino and Mullen ). ICTs in general offer increasingly affordable, convenient, portable, and less intrusive ways of communicating with family and friends (Beckenhauser and Armstrong ; Gatto and Tak ). For older adults specifically, ICTs have the potential to positively impact quality of life by improving social support and psycho-social wellbeing (Carpenter and Bunday ; Eastman and Iyer ; Pfeil, Zap...

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Exploring social inclusivity within the University of the Third Age (U3A): a model of collaborative research

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The supportive network: rural disadvantaged older people and ICT

“…Even though it is clear that older people, especially those from rural areas and lower socio-economic groups, are disadvantaged in relation to ICT uptake and use, there is a growing body of research that is examining ICT use by older people (Laganá et al 2011; Shapira, Barak and Gal 2007; Slegers, Van Boxtel and Jolles 2008; Sum et al 2008; Toler Woodward et al 2013; Warburton, Cowan and Bathgate 2013; Warburton et al 2013; Xie 2007). Research conducted by Shapira, Barak and Gal (2007), that examined the effects of ICT training on a group of elderly participants with a mean age of 80 (N = 20), found significant improvements in measures such as life satisfaction, depression, loneliness and self-control when compared with a control group that did not receive the training.…”