Older Computer-Literate Women: Their Motivations, Obstacles, and Paths to Success

Abstract

With the ever-increasing impact of computerized communication and information delivery, the need to encourage learning about technology is critical for the older population today as well as for soon-to-be retirees. Adler (1996, 2002, 2003) has described and defined the key benefits to seniors: enhanced communication with family and friends, expanded opportunities for lifelong learning, improvement of delivery of health care services, support for independent living, and more options for entertainment. Because women outnumber men in their later years, education about, and access to, the world of computers is essential for them. The information gained by exploring the ways in which certain older women have dealt with various obstacles and learned to adapt to this new technology can be of significant use for future computer literacy training and curricular developments. An understanding of these critical issues can provide important guidelines and information for those teaching as well as easier access and training for those women who seek to learn later in life. Program designs can be more readily adapted to the special training needs of older women and decrease any related anxiety or stress. By helping older women learn to be comfortable with current technology, the anticipated changes and newer technologies will not be as daunting to them. Numerous educational programs already exist in which older adults can learn how to use computers. Many schools, colleges, libraries, and computer clubs now offer adult education courses in basic and advanced computer training.