This study examined whether training provided to adults age 60+ would increase the use of information and communication technologies (ICTs), such as email and the Internet, and influence participants' social support and mental health. Participants were randomly assigned to an experimental (n=45) or a control group (n=38). The experimental group participated in a six-month training program. Data were collected before, during, and after training on outcomes related to computer use, social support, and mental health. Mixed regression models were used for multivariate analyses. Compared to the control group, the experimental group reported greater self-efficacy in executing computer-related tasks and used more ICTs, perceived greater social support from friends, and reported significantly higher quality of life. Computer self-efficacy had both a direct and indirect effect on ICT use, but not on other variables. With appropriate training, older adults want to and can learn the skills needed to use ICTs. Older adults with ICT skills can access online sources of information regarding Medicare Part D options and utilize patient portals associated with electronic medical records. Agencies may develop services that build upon this technology sophistication, but policies also will need to address issues of access to equipment and high-speed Internet service.

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...