Diabetes Intrusiveness and Wellness Among Elders: A Test of the Illness Intrusiveness Model

ABSTRACT

Technology use is a common constituent of modern life. However, little is known about older adults’ use of technology. This article presents a subset of data collected via the technology deployed in the iStoppFalls randomized control trial. The primary focus lies on questions about digital device/Internet use, ownership, length, and frequency as well as social networking. Data was collected from participants aged 65 years or older. Seventy-eight participants completed a specifically developed technology survey as part of the baseline assessment. Results showed that the majority of subjects owned a computer with men being its main user. Participants used technological devices on a daily basis for more than 1 year. The main reason for using technology was e-mail communication, search engines, text processing, and online shopping. Only a few participants used social network applications, with Google+ and Facebook being the most popular ones. Future work should consider an in-depth qualitative approach to further increase understanding of technology use in older adults.     

Teenage technological experts’ views of schooling

Utilising Pierre Bourdieu’s formula for studying social practice, this study explored the construction of technological expertise amongst a heterogenous group of New Zealand teenagers. The qualitative study employed observations and interviews with five boys and three girls aged 13–17, who considered themselves to be technological experts; their peers and/or their family also considered them to be technological experts. For seven of the eight participants, their primary site of leisure was their home computer use. This article gives some examples about how the participants’ understand schooling and its relevance to them. It engages with ideas concerning the performance of school, and argues that the participants’ practice in this field of home computer use for leisure tends to be misrecognised. The article concludes by discussing the implications this misrecognition has for the structures of formal schooling.     

Computer-based compensation of adult reading disabilities

We studied the use of computer readers, and especially their speech synthesis component, as a compensatory tool for adults with dyslexia. We first explored the enhancement of reading skills in a group of college students and working adults. Their unaided reading was very slow, and most participants in the study could sustain reading for only short periods. Although their timed comprehension was poor, their untimed comprehension was above average. The computer reader enhanced the reading rate and comprehension of most participants and enabled them to sustain reading longer. The difference between aided and unaided reading rate was inversely proportional to the unaided rate. Slower readers experienced greater enhancement than faster ones. The enhancement of comprehension was also inversely proportional to unaided scores, and good predictions of the enhancement were obtained from multiple regression models that included scores from specific standard tests of auditory and visual cognitive abilities. We also explored the use of computer readers in the workplace and show through case studies that their use can have important positive effects on individual careers and self-confidence when specific conditions exist. Finally, we investigated the use of computer readers to supplement an adult remediation program. The readers allowed and motivated the students to read more and, as a result, to progress more rapidly. Support for this study was provided by Xerox, the Luke B. Hancock Foundation, and the Charles and Helen Schwab Foundation.     

Voice Recognition for On-line Literacy: Continuous Voice Recognition Technology in Adult Literacy Training

This study explored whether over-the-counter continuous voice recognition software could be used to support the delivery of a standardized reading curriculum to adults with low-level literacy skills. Three primary questions were addressed in the study. First, how readily could mass-market continuous voice recognition software programs be adapted for use in adult literacy training? Second, what role(s) might the voice recognition technology play in facilitating the computer-based delivery of a standard text-based reading curriculum? And third, does the use of the voice recognition software positively affect the technological skills and computing comfort levels of adults with low-level literacy skills? Five adults with low-level literacy skills completed the computer-based curriculum, using the voice recognition software to practice and check their reading and writing efforts. A literacy tutor guided the participants through the curriculum, recorded and saved the participants' responses and videotaped the sessions for subsequent analysis. The findings reported here suggest that currently available over-the-counter continuous voice recognition technology, while essentially effective and accurate with fluent readers, is not yet ready, as a stand-alone system, to meet the needs of these adults with low-level literacy skills. The voice recognition software was most effective when it was used in the presence of a tutor. Having tutors provide on-going and immediate support to learners was a vital component of literacy training in this computer-based environment. In general the computer-based programs seemed to provide participants with a `motivational boost'. Specifically, the computer-based lessons helped develop participants' technological skills and confidence levels and promoted sustained focus on instructional tasks. Implications associated with these findings for future research with voice recognition software and adult literacy training are discussed.     

Introducing computer-based concept mapping to older adults

The dramatic eruption of information and communication technology has had a remarkable effect on modern life, including the capacity to help older adults improve their quality of life and remain independent longer. However, while technology use is generally widespread, there is an observable underutilization by older people. There is sound evidence that older adults can learn and acquire computer skills just like younger people do, although they might need more time to reach a similar level of mastery. Concept maps (CMs) are considered to be an efficient creativity tool, as they allow the user’s view to be drawn over any domain or issue. An experiment was conducted with older adults using CM-ED (a concept map editor). The experiment had a twofold objective. The first objective was to measure how certain characteristics of the participants (gender, age, background) affect both their performance with such a tool and the quality of the CMs they developed. The second objective was to determine whether CM-ED is suitable for older people.     

Aging in community: home- and community-based services clients’ use of computers as a protective factor for social isolation and loneliness

ABSTRACT

Frail older adults are increasingly being cared for in the community via home- and community-based service (HCBS) programs rather than nursing homes. This policy change challenges psychologists, social workers, and all geriatric practitioners to identify risk and protective factors in order to implement community-based policies in ways which promote the well-being of frail older adults.

The present small-scale exploratory study focused on the risk factors of social isolation and loneliness, and the potential of computer use to act as a protective factor. Forty HCBS clients were interviewed about their social convoys, social isolation, and loneliness, and their use of computers. Family members made up the largest percentage of participants’ social convoys (48%). Forty-two percent of participants were found to be socially isolated or at high risk for social isolation. Twenty-five percent of participants used computers and these participants experienced significantly less loneliness and had significantly larger social convoys. All participants were shown a 2.5 -minute video demonstrating a computer programmed to accommodate older adults and 80% expressed interest in using such a program.

Future action research projects are suggested to replicate the study’s findings. Such projects could involve collaboration between gerontologists and local area agencies on aging and “service-enriched” affordable senior housing sites.     

Getting Grandma Online: Are Tablets the Answer for Increasing Digital Inclusion for Older Adults in the U.S.?

Using information and communication technologies (ICTs) can improve older adults’ quality of life. ICT use is associated with decreased feelings of loneliness and depression, along with increased feelings of independence and personal growth. However, limited access and low technological self-efficacy are key reasons why some groups, especially older adults, are excluded from being fully engaged in the digital world. In this study, we focus on older adults’ technological self-efficacy, which is related to their actual use of technology and the second level digital divide. Specifically, we examine: (a) how older adults decide to use a new technology, tablet computers; (b) how they conquer the barrier of technological self-efficacy through using tablets; and (c) the impacts of using this new technology in their lives. Twenty-one in-depth interviews were conducted with older adults residing in independent living communities in a medium-sized city in the Deep South region of the United States. Observational and enactive learning played important roles for older adults in using tablets. Seeing others use tablets, getting recommendations from family members, or having tablets given to them were the primary reasons they started to use tablet computers. The ease of use feature of tablets helped solve the problem of lacking technological self-efficacy. Using tablets helped increase a sense of connectedness. Tablet computers may be one way to increase digital inclusion among older adults.     

Pre-service teachers’ perceptions on TPACK development after designing educational games

This qualitative case study aimed to investigate Early Childhood Education (ECE) pre-service teachers’ perception of development in their technological, pedagogical, content knowledge (TPACK) after designing educational computer games for young children. Participants included 21 ECE pre-service teachers enrolled in the course Instructional Technology and Material Design. The data were collected through focus group interviews, observations, and journals. The results indicated a perceived improvement in TPACK. Moreover, participants described initial difficulty designing educational computer games since they had limited technological knowledge (TK), design knowledge (DK), or experience designing educational computer games (TPACK). However, during the game design, specific TPACK was disseminated, and participants reported increased abilities in using technology and designing computer games for educational purposes.     

Commentary

Abstract

The author investigated whether situated instruction produces more usable, transferable knowledge than instruction that is abstracted from the context of its use. To test that theory, 220 Grade 7 students were instructed on the topic of causality. Half the students were taught how to determine whether a research study shows a cause-and-effect relationship under the situated-learning model. The remaining students were taught the same concept under the abstracted instruction model. An additional factor, teaching for transfer, also was investigated. Although there were significant differences in learning immediately following instruction, there were no differences on the transfer task due to instructional condition or transfer training. Of the 194 participants who completed the transfer task, only 2 students spontaneously transferred their learning.     

A GROUNDED THEORY ANALYSIS OF OLDER ADULTS AND INFORMATION TECHNOLOGY

The study reported in this article used grounded theory methodology to investigate older adults accounts of their use of information technology (IT). A small number of SeniorNet Wellington members volunteered to be interviewed about their experiences with and opinions about computer technology. It was found that participants began using computers because technology was associated with modern life, leading them to recognize the potential that IT had to offer them. Their present, mostly positive, attitudes toward IT were strongly linked with the personal usefulness of IT and direct experience with and personal ownership of IT. Study findings illustrated how involvement with and use of IT by older adults is cyclic and serves to reinforce continuing involvement. The theoretical and practical implications of the results are also discussed.     

TRAINING OLDER ADULTS TO USE THE COMPUTER: ISSUES RELATED TO THE WORKPLACE,ATTITUDES, AND TRAINING

The number of computer‐illiterate older adults in the workplace in expected to increase as the number in that age group grows, creating a need for computer training. Negative stereotypes of the incompetent older adult have not been supported by research. Older adults’ attitudes toward the computer do improve with positive experiences with the computer. Also, training studies show that older adults can learn how to use the computer, but need approximately twice as long to complete training as young adults. Factors that are important for computer training in this population are discussed.     

Explaining different types of computer use among primary school teachers

In order to identify differences in determinants of supportive and class use of computers, path modelling was applied in a sample of 468 primary school teachers. Independent variables were categorised in three levels: demographics (age and gender), computer experience (computer training, computer experience expressed over time, intensity of computer use), and attitude measures (general computer attitudes, attitudes toward computers in education, and technological innovativeness). Supportive and class use of computers are not related to the same set of variables. Supportive computer use was mainly predicted by computer experience variables and general computer attitudes. Strongest predictors of class use were technological innovativeness and gender. Yet, the degree of explained variance for class use of computer was considerably lower compared to supportive computer use. These results indicate the limitations of explaining complex forms of professional computer use on the basis of both individual determinants and quantitative models. The article concludes with some practical implications and recommendations for further research.     

USING COMPRESSED SPEECH TO MEASURE SIMULTANEOUS PROCESSING IN PERSONS WITH AND WITHOUT VISUAL IMPAIRMENT

This study investigated the use of compressed speech as a modality for assessment of the simultaneous processing function for participants with visual impairment. A 24‐item compressed speech test was created using a sound editing program to randomly remove sound elements from aural stimuli, holding pitch constant, with the objective to emulate the effect of incomplete visual stimuli in gestalt closure tests assessing simultaneous processing. The participant sample included 26 college students with impaired vision and a comparison sample of 88 sighted college students. Participants completed the compressed speech on a computer, along with a general ability measure and standard scales of neuropsychological function. The compressed speech test had a statistically significant positive relationship with both of the scales associated with the simultaneous processing function. Results suggest that compressed speech may provide a viable alternative to assess the simultaneous processing function, equitable for use with persons with and without visual disability.     

非计算机专业学生课外科技创新能力的培养

信息时代的高等教育必须转向培养大学生获取、选择和利用知识的能力,提升其信息素养能力。本文首先阐述了信息素养的含义、信息素养教育的主要内容和高校信息素养教育的现状与问题,然后结合华南师大信息素养培养的实践,对非计算机专业学生课外科技创新素养能力培养进行了探索。     

Computer training and general education

Is it possible to integrate ideals of general and liberal education into computer‐training programmes? To answer this question an analysis was made of computer training programmes for adults in Denmark. The results showed that the participants expressed a positive attitude towards computers and towards learning computer technology but they only expressed few and general expectations of the courses. This is problematic according to ideals of general education and of self‐directed learning. The organizers wanted to produce courses with general and enlightening contents but the form and contents of the actual courses only to a moderate degree realized the organizers’ intentions. The participants obtained a broad learning outcome. However, they only to a very moderate degree used this outcome at work or in relation to further education. The conclusion was that it is possible to integrate ideals of general and liberal education if computer training helps the participants to develop more precise intentions, if the teaching methods are modernized, and if the contents of the courses correspond better with the possibilities in the workplace.     

Improving cross-content transfer in text processing by means of active graphical representation

The two studies presented investigate the conditions under which adults with different academic backgrounds (in terms of formal mathematical competencies and domain-specific knowledge in economics) use linear graphs as reasoning tools that can be transferred from one economic content area to another. In each of the studies, two groups of participants were presented with a text on stockkeeping. One group passively encountered a linear graph, while the other group was asked to actively construct this graph following the instructions provided. To control for transfer effects of content knowledge, a third group received a text on direct costing, a topic also dealt with in the transfer text. The groups were compared with respect to their transfer potential in processing a text dealing with the revenue functions and break-even points of two companies. Questions posed in this text could be easily answered by constructing a linear graph similar to that encountered in the stockkeeping text. Two studies with a total of 281 university and vocational school students confirmed that active graphical representation can be a powerful transfer tool.     

Exploring the Potential of Computers to Enrich Home and Community-Based Services Clients' Social Networks

Older persons receiving services in community settings, rather than Nursing Homes, are at risk of social isolation. Computer mediated communication offers technological resources that recipients of Home and Community-Based Services (HCBS) might use to reduce their social isolation. The present study involved personal interviews with 40 HCBS clients regarding their interest in communicating with members of their social networks and using computers. At the time of the interview, 30 of the 40 participants did not use computers and reported cost, lack of training, physical limitations, lack of interest and access, and fraud as the reasons for not using computers. After watching a videotape illustrating an easy-to-use computer interface that allows older persons to communicate with families and friends, 90% reported that it would be helpful for people like them. Participants said such a computer would be helpful because it would make communication with friends and family easy, it could accommodate visual and manual disabilities, and would be interesting. Eighty-five percent said they would use a system like the one they were shown if it were available to them.     

Are Health Answers Online for Older Adults?

The Internet has the potential for engaging urban seniors in managing their health. This study examined computer and Internet use among urban seniors and their interest in using the Internet as a health-management tool. Findings indicated that many participants were interested in storing and accessing health-related information using an elder-friendly health web portal. Further research, using a community of urban older adults as active members of a health portal design team, could provide a unique viewpoint on how the Internet might be used as a health-information and management tool for older adults.     

单片机控制技术在临床上的应用

介绍了单片机技术在医学临床治疗中的应用。该系统采用了单片机89C51微处理器组成多机通讯网络。阐述了用单片机控制技术设计的静脉输液调控系统的工作原理及技术关键。