Computer Anxiety Survey

Wild, Katherine; Mattek, Nora; Maxwell, Shoshana A.; Dodge, Hiroko H.; Jimison, Holly; Kaye, Jeffrey

doi:10.1037/t28757-000

Cited by 1 publication

(1 citation statement)

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“…Technology plays a central role in many aspects of everyday life, making digital literacy increasingly important (Czaja et al, 2006). Computer anxiety in older adults has long been recognized as an obstacle to digital literacy (Laguna & Babcock, 1997), and a recent study demonstrates similar computer anxiety among older adults despite increased computer usage in this population (Wild et al, 2012). Although older adults use computers more, they are more likely to feel anxious compared to younger generations because of their expectations around privacy (Karavidas, Lim, & Katsikas, 2005).…”

Section: Digital Dividementioning

confidence: 99%

Implementing an interdisciplinary intergenerational program using the Cyber Seniors® reverse mentoring model within higher education

Leedahl

Brasher

Estus

et al. 2018

Gerontology & Geriatrics Education

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Intergenerational service-learning in higher education positively affects older adults and students, but little is known about the effectiveness of interdisciplinary, reverse mentoring programs that use technology as the medium of bringing generations together. This study describes an intergenerational service-learning program that utilizes reverse mentoring within higher education, the "Engaging Generations Program," at a midsized public university in New England where students help older adults learn about technology, and students gain communication and teaching skills. In this article, we outline how the program was implemented, present quantitative data on participation outcomes for students and older adults and qualitative data from older adults, and discuss best practices. Analysis of pre/post surveys found that students' attitudes toward aging improved (p < 0.01) and older adults interest in technology improved (p < 0.05) after program participation. Best practices identified included: multiple meetings with the same pair to deepen friendships, in-person training for student leaders, student responsibility for scheduling, tailoring sessions to each participant, student documentation of meetings, and active involvement by community partners.

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Section: Digital Dividementioning

confidence: 99%