The Social Processes of Learning to Use Computers

Abstract

The ability to use a computer is assumed to be a cornerstone of effective citizenship in the Information Age, with a range of initiatives and educational provisions being introduced to encourage people to become competent with information technology (IT). Despite such provision, levels of computer use and competence have been found to vary widely throughout the general population, and we know little of how different ways of learning to use computers contribute to people's eventual use of IT. Based on data from in-depth interviews with 100 adults in the United Kingdom, this article examines the range and social stratification of formal and informal learning about computers that is taking place, suggesting that formal computer instruction orientated toward the general public may inadvertently widen the digital knowledge gap. In particular, the data highlight the importance of informal learning about IT and of encouraging such learning, especially in the home.

Console gaming across generations: exploring intergenerational interactions in collocated console gaming

“…Consistent with previous research in the area (e.g., [6,15]), our research found that interactions around computational technologies inverted some of the traditional roles taken on in intergenerational interactions (see [21]). The range of ages of individuals participating in intergenerational interactions can be quite large.…”

“…Research has found that peer-to-peer mentoring and informal social contexts, particularly those in the home environment, were key elements for many, especially elders, in learning to use computers [15]. In fact, leisure pursuits, such as games, were highlighted as a key example of the purposes for which individuals initially learn to use computers and have been found to be a viable platform for informal learning [18].…”

“…Similarly, in a broader study of the formal and informal mechanisms by which people learn to use computers, Selwyn found that his respondents frequently relied on extended family members to mentor them in their learning and that, for his older respondents, the role of mentor was often taken on by their grandchildren [15].…”

Family dynamics and Internet use in Britain: What role do children play in adults' engagement with the Internet?

“…Indeed, a study of adults in the UK in early 2000 found that some older parents had decided to learn to use computers in formal educational settings to pass this knowledge on to their children (Selwyn, 2005). However, this effect may no longer be seen because at the time of this research the Internet is not particularly new in many families .…”

Intergenerational context as an emphasis for design

“…This is particularly true for familial interactions between grandchildren and grandparents. Grandchildren are often a significant source of expertise for their grandparents when it comes to learning about computer-based technologies [15]. Intergenerational contact also provides an important motivator for older people to engage with new technologies in the first place.…”