Teaching Seniors to Use Computer Technology: A Client-centered Approach Based on Meaningful Activities

Almost 70% of seniors over 65 are unable to fully participate in daily tasks and social activities due to limited computer skills. Traditional methods for teaching seniors have limited application because seniors' skills, interests, and reason for using computers are not integral to the training. The purpose of this study was to develop and test the efficacy of an individual, client-centered, computer training program using college students as trainers. Outcome measures were seniors' attitudes toward computers, skill development, and self-efficacy. The research questions were: 1. How does a client-centered computer program impact computer skills, self-efficacy, and attitudes toward computers 2. Does individualized computer training by college students influence generativity in senior computer users? In a participatory action research design, 30 senior citizens were recruited from a local senior center to participate in two individual training sessions for 2-hours each. Seniors completed the Attitudes Toward Computer Questionnaire and the Loyola Generativity Scale for pre and post-tests. Seniors and student trainers collaboratively identified goals and specific tasks to accomplish during training. Results demonstrated that seniors perceived increased ability to learn computer skills (p=.001), increased skill use (p=.005), decreased nervousness (p= .000), and decreased confusion in using computers(p=.07). All seniors achieved their goals for the computer training and completed projects they had planned. This program demonstrated the importance of 1) using meaningful tasks to motivate seniors' learning skills, 2) the benefits of an individualized program, and 3) the importance of support and input from senior center directors to promote academic and community partnerships.