Early Reframing of Aging and Intergenerational Relations for Improved Technology Design and Usage

Abstract

The phenomenon of ageism is learned at an early age and has lifelong implications on technology design, adoption, and fluency. There is ample evidence supporting this statement. This chapter shares related findings from two American studies; a 2021 study sought to understand the experiences of older adults (those 65 years and older) using everyday information and communications technology (ICT). The second study, conducted in 2022 and 2023, gleaned insights from individuals 17–85 years who provided older adults with hands-on technology instruction. As longevity increases and technological solutions increasingly replace those that humans previously handled, it is evident that those who do not have the tools and the skills to use technology are being left behind. While there is general agreement that a problem exists, the topic of older adults and their digital exclusion seems to be deprioritized by the media, policymakers, corporate leaders, and technology manufacturers—the groups best positioned to increase awareness and make meaningful change. Since aging is inevitable, all should care about reframing aging and strengthening intergenerational relations that promote healthy aging.

1. Introduction

By 2050, the aging global population is expected to double, with 400 million people 80 years and older [1]. Every continent is seeing life expectancy extend into the 70s; however, lifespans into the 80s and older are primarily limited to high- and upper-middle-income countries [2]. In the U.S., older adults are expected to outnumber children for the first time in 2034 [3].

Along with this exponential growth is the ubiquitous nature of everyday Information and Communications Technology (ICT). ICT is the umbrella term that includes computer software and hardware, digital broadcast technologies, telecommunications technologies, and electronic information resources [4]. Organizations and people use ICT for information processing and communication [5]. These technologies enable freedom, control, and efficiency in time and labor [6]. However, ICT can be challenging for many older adults, even if they do not have cognitive impairments [7]. Some older adults choose not to use the internet, while others may lack the necessary skills and network connectivity to use ICT. All these factors result in a double blow and expose older adults to social and digital exclusion [8]. Older adults’ social isolation is much more concerning than poverty or diseases [9]. Exclusion from an increasingly digital world threatens the quality of life of older people [10].

The chapter begins with a literature review of selected concepts of ageism, including internalized or self-directed ageism, impacts of ageism, ageism in the technology industry, and individual and intergenerational approaches to address ageism. Next, the digital divide and its effects on older adults are explored. The literature reviewed is followed by key findings and recommendations from two unique studies; a 2021 study of older Americans’ use of Information and Communications Technology (ICT) and barriers to use and a 2022/2023 study of those who provide technology instruction to older Americans. Each study’s findings and recommendations are examined separately. The chapter concludes with the two studies’ limitations, selected conclusions, and suggestions for further research.

2. Selected concepts of ageism

Ageism is age-related discrimination and prejudice based on stereotypes [11] and stems from the perception that someone is either too old or too young to be or do something [12]. Stereotypes are a natural, internal process that begins in infancy and enables information sorting and processing; external societal sources also influence stereotypes [13]. Due to its implicit and subconscious nature, ageism is a highly prevalent and socially accepted form of discrimination [14, 15]. Age prejudice is so common that it often goes unrecognized and is unknowingly perpetuated [16]. People of all ages are affected by ageism, but the adverse health impacts caused by ageism primarily affect older people [11]. Ageism against older adults may stem from fear and the belief that aging is associated with sickness, disease, and diminished mental and physical capacity [17].

Visual ageism is the portrayal of older adults in a discriminatory manner that manifests in the underrepresentation or misinterpretation of older adults in stereotypical or peripheral roles [18]. For example, older adults are often portrayed as sad, sick, or helpless. A Shutterstock search of older adults produced more than 300,000 results [19]. While many of the pictures were age-positive and captured a diverse group of happy older adults being active, using technology, and socializing, others relied on caregivers for assistance walking and combing their hair. In Figure 1, a man is sprawled on the floor, gripping his cane, and unable to get up [20]. There were also photos of sad and lonely older adults and others in pain. Because of the abundance of negative portrayals of aging, AARP partnered with Getty Images to launch The Disrupt Aging Collection, which has thousands of age-positive photos and videos [21]. While the quality and variety of the pictures are evident, the price for a single high-resolution image is prohibitive; a 300 pixels per inch photo is $499.

Figure 1.

This photo is one of more than 300,000 royalty-free images of older adults on Shutterstock [19].

Cultural views on aging reflect how well men and women age [13]. Beliefs about aging—positive and negative—can add or subtract nearly eight years of life, respectively [13]. Unfortunately, most cultural world views about aging are negative [13].

A study of the residents of Oxford, Ohio, found that the most critical factor in determining lifespan was how people viewed and approached growing older. Attitudes about aging were more important than gender, income, social background, loneliness, or functional health [13]. The Japanese consider old age something to enjoy rather than fear, which may explain why the Japanese live longer than any other race in the world [13]. Japanese women going through menopause experience fewer symptoms of menopause, including hot flashes, than women of the same age in Canada and the U.S. [22]. Similarly, older Japanese men have higher testosterone levels than their European counterparts [23].

When do negative perceptions of aging develop? Children’s perceptions of older adults are influenced by their relationships with grandparents and other significant older people [24]. Children adopt stereotypes but do not appear to be intrinsically ageist [24].

However, negative age stereotypes are abundant in children’s books and games. On page 2 of George’s Marvelous Medicine, George’s grandmother is described as a “selfish grumpy old woman. She had pale brown teeth and a small puckered-up mouth like a dog’s bottom” [25]. Wayne William Mee, a retired English teacher, wrote seven Grumpy Grandpa books for children between 5 and 11 [26]. In Grumpy Grandpa Goes Fishing, upon seeing a beautiful sunny day, the grandfather announces, “Time to go fishing!” Zoe is surprised and says, “You actually want to go outside?! You usually just watch TV or snooze” [27].

Headquartered in the Netherlands, Goliath Games created Greedy Granny [28], a game for children four years and older. Granny is depicted with purple hair and a complete set of false teeth. The game’s objective is to steal Granny’s snacks while she is asleep. If Granny wakes up, her dentures fly out of her mouth, and to resume the game and put Granny back to sleep, players must shove the dentures back into Granny’s mouth.

Goliath Games did not forget about Grandpa; he is featured in Grumpy Grandpa [29]. Players attempt to change the channels on a remote control without waking up Grandpa, who has fallen asleep while watching television in his recliner. To reset the game, players put Grandpa’s toupee on. The explanatory videos for Greedy Granny and Grumpy Grandpa show children jumping in fear when Granny and Grandpa wake up and then forcefully shoving Granny’s dentures into her mouth and Grandpa’s toupee onto his head to resume play. Through play, children make sense of the world [30], and cognitive scientists have discovered many similarities between imagining and believing [31].

There are age-positive children’s books that celebrate the intergenerational relationship between grandparents and grandchildren. One example is Charlotte Offsay’s A Grandma’s Magic for 3 to 7-year-olds, which recognizes that when a child is born, a grandma is born, too [32]. Elina Ellis wrote The Truth About Grandparents, a book for children between 4 and 8. The book juxtaposes stereotypes about older adults and grandparents—that they are slow, scared of new things, and do not dance with illustrations of grandparents roller skating, using a laptop computer (Figure 2), and dancing [33]. Reesa Shayne’s rhyming picture book for children between 3 and 8, My Day With Grandma, captures Noah’s fun time with his grandmother and their special bond. From the time his athletic-looking grandmother arrives to when she leaves, the two play hide and seek, read, and sing karaoke [34].

Figure 2.

These grandparents demonstrate that many negative stereotypes of older adults are wrong. Reprinted with permission [33].

2.1 Selected impacts of internalized ageism

Internalized or self-directed ageism refers to self-stereotyping and holding negative attitudes about aging or perceiving oneself as too old to do or be something [35]. For example, internalized ageism can result in a reluctance to adopt new technologies and underestimate performance and the ability to learn technological skills [36]. The evidence shows that older adults who adopt negative stereotypes about aging experience adverse impacts on their cognitive, physical, and psychological health [37]. Older adults who believe aging meant getting sick had double the mortality rate of their peers who did not have negative expectations about their health [38]. A longitudinal study examining data over 38 years found that older adults who endorsed negative age stereotypes suffered a 30.2% greater memory decline than their peers who did not believe those age stereotypes [39].

Age beliefs are modifiable mental maps with positive and negative expectations; they activate when people encounter anyone associated with the age belief [13]. When older adults hold negative age beliefs about themselves, they exhibit a decreased will to live, increased reaction to stress, impaired memory, and disinterest in engaging in healthy, preventive behaviors [37]. Conversely, holding positive age beliefs has powerful health benefits. People with the APOE4 gene carry a significant risk factor for dementia. And yet, many who have the gene never develop dementia. A study of 4765 participants who were 60 and older and dementia-free at baseline found that after adjusting for relevant covariates, among the individuals with the APOE4 gene, those with positive age beliefs were 49.8% less likely to develop dementia than those who held negative age beliefs [40].

2.2 Selected impacts of ageism in the technology industry

Ageism is evident at the societal, organizational, and individual levels and has a detrimental impact in the workplace and beyond [41, 42]. Generational or age stereotypes affect younger and older workers, are strongly endorsed, and are associated with poor work performance expectations [43]. Common age-related biases include younger workers being viewed as inexperienced, lazy, and lacking loyalty. In contrast, older workers are considered costly, resist change, and are inept technology users [44, 45]. When a job loss occurs, older workers, compared to younger workers, have a more difficult time. As workers age, their period of unemployment increases, and their chances of finding a job decreases [46, 47].

The technology industry workforce is mainly comprised of younger workers, which has been attributed to a combination of preference, age discrimination, and a need to reskill older workers. In 2007, Mark Zuckerberg, founder and CEO of Facebook, was one of a handful of entrepreneurs speaking to more than 650 aspiring entrepreneurs. He said, “If you want to found a successful company, you should only hire young people with technical expertise. Young people are just smarter” [48].

Many of today’s older adults left school and the workplace before ICT was widely used and available [49, 50]. Even if older workers embrace lifelong learning and want to grow their skills, there is evidence that employers are reluctant to invest in older workers. The United Kingdom’s Labour Force Survey revealed that as age increases, employee training falls sharply [51].

In a study of 18 technology firms, only IBM, Oracle, and Hewlett-Packard had a median employee age over 33. The median age in seven of the 18 companies was 30 years or younger [52]. These numbers compare to other industries in the United States, where the median age is 42.3 years [53]. Research from BCS, The Chartered Institute for IT, found that in the United Kingdom, only 22% of people working in IT roles are older than 50 [54]. The absence of older workers in the technology industry results in a bias in the development and design of technology [55]. This bias contributes to the digital divide and exclusion of millions of older adults. To successfully participate in society, ICT literacy or competency is necessary [56].

2.3 Individual and intergenerational approaches to combat ageism

Becca Levy, Ph.D., is a Yale professor of public health and a leading researcher on positive and negative age stereotypes [57]. Dr. Levy maintains that age beliefs are learned, reinforced over our lifetimes, and possible to change [13]. Based on her scientific findings and observations, she developed an ABC method consisting of three stages [13].

Awareness is the first stage, and it begins with reflection. Examine personal age beliefs, negative stereotypes held, and behaviors when speaking with older adults. Identify multiple positive models of aging that disprove negative stereotypes, not just the ones pushing extreme boundaries and setting records. Recognize that aging is a unique, heterogeneous process. Search for examples of ageism in headlines, birthday cards, and offhand comments that promote stereotypes such as, “I just had a senior moment.” Levy suggests that young people consider themselves older people in training and seek out those born before them, whether neighbors, relatives, or book club members. Bringing together people of different ages improves people’s views of each other [58]. If these opportunities for interaction are not readily available, Levy suggests being exposed to older people’s work, such as podcasts, movies, and art.

Blame is the second stage, and Levy suggests identifying the root cause of problems and not confusing cause and effect. For example, it is not necessarily the aging process that is difficult but ageism. Positive age beliefs are a predictor of good health and well-being, whereas negative age beliefs are a predictor of poor health.

Challenging negative age beliefs is the third stage in Levy’s method, and there are actions people of all ages can take to identify ageism, including self-directed ageism. Changing the Narrative launched an anti-ageism birthday card campaign and invited artists to design cards that celebrate the joys of aging [59]. Andy Reynolds, a New York City-based graphic designer and publicist, launched a line of #AgeismSucks merchandize and used social media to applaud age-positive efforts and to spotlight overt and covert ageism [60].

3. The digital divide: a barrier in intra- and intergenerational relations

The digital divide refers to not just one barrier but many; there are individual, organizational, and global inequalities [61] in access, adoption, use, skills [62], and internet access [63]. Studies from the past two decades have shown that uneven access to digital resources reflects a more significant issue of societal inequalities; socioeconomic status determines access to many resources, including technology [64, 65].

Access is only one component of the high-tech equity dilemma. Combatting inequalities of the information age requires considering matters such as institutional discrimination, health and safety issues, environmental injustice, and privacy rights [66]. Implementing policies and regulations could address digital rights with taxes, subsidies, and tariffs for public access points [61].

3.1 Selected impacts of the digital divide on older adults

Findings show that for older adults, the digital divide is associated with specific technologies, online practices, and not all technologies and internet use [67]. Exclusion also occurs if a person’s digital skills remain static rather than continue developing with new technology [68]. While ICT adoption among older adults is increasing, an age-based digital divide shows that the lowest number of internet users are those 65 and older [69]. Excluding older adults from information technology has been identified as an issue in many studies [70, 71, 72, 73, 74] because it results in difficulties accessing resources, participating in activities, and engaging with others.

As everyday life becomes increasingly dependent on the internet, people who do not use the internet likely will become more disadvantaged and disenfranchised [75]. Difficulties in using technologies such as ATMs may prevent older adults from living independently [76]. Many examples exist of programs and efforts to help older adults, but accessing them becomes an obstacle. In January 2021, two COVID-19 vaccines were available to older adults and high-risk individuals; obtaining an appointment and a vaccine was difficult even for fluent technology users [77]. “You can’t have the vaccine distribution be a race between elderly people typing and younger people typing. That’s not a race; that’s just cruel,” said Jeremy Novich, a New York City-based psychologist who launched an effort to help older adults navigate the technology to schedule vaccine appointments [78]. The U.S. Medicare Prescription Drug, Improvement, and Modernization Act of 2003 encouraged older adults to use the internet to manage their account information online. Instead, the act excluded many Americans from accessing vital health information [79].

The inability to manage technologies in everyday life can be a risk for older adults by excluding them from social activities [80]. Significant evidence shows that social isolation and loneliness are harmful for older adults. U.S. Surgeon General Vivek Murthy said that loneliness reduces a lifespan comparable to the damage caused by smoking 15 cigarettes a day [81]. Older adults’ social isolation is much more concerning than poverty or diseases [9]. There is clear and compelling evidence that limited social networks and social isolation led to adverse health outcomes such as vision impairment and incontinence in older adults [82]. In 2014, one-third of South Korea’s suicides were among individuals 60 years and older [83].

4. 2021 study of older Americans’ use of information and communications technology (ICT) and barriers to use

In 2021, the author conducted a qualitative research study involving 15 older Americans. A convenience sampling approach was used to identify study participants. The youngest person was 65, and the oldest was 87. Ten participants identified as female and were 65–85 years. Five participants identified as male and were 67–87 years. Five participants were people of color; one Asian, two Blacks, two Hispanics, and 10 were white. Thirteen participants were retired, one worked full-time, and another worked part-time. Despite education not being part of the participant criteria, all 15 older adults reported earning a college degree; eight had master’s degrees, and three held doctoral degrees. They resided in California, the District of Columbia, Texas, and Utah.

Interviews were conducted individually via videoconference and consisted of 16 open-ended questions. The three overarching research questions were:

• How do older adults use ICT?

• What barriers prevent older adults from using ICT?

• What are the recommended practices for technology companies to improve ICT for older adults?

The 16 questions were entered on a spreadsheet, videoconference transcripts were downloaded, and each participant’s interview was reviewed individually. Key words summarizing each individual’s answer were entered. After repeating the same process for all 15 interviews, the researcher looked for common themes and findings. Insights that were markedly different were also highlighted.

Following are the study’s major findings and recommendations. They include supporting quotes from one or more of the 15 study participants where relevant. Pseudonyms were assigned for anonymity.

4.1 Major findings

Data from the 15 participant interviews were analyzed, and six recurring themes emerged:

• Age is not a determinant of disability status

• ICT problems are technical, and user interfaces are unintuitive

• Older adults appreciate the power of ICT and feel excluded from it

• Older adults do not have sufficient ICT training

• Older adults do not have adequate access to ICT help resources

• A lack of confidence prevents some older adults from using ICT

An overarching finding was the wide variety of differences between all participants. Other than the fact that all earned college degrees, had high-speed internet in their homes, and each owned multiple ICT devices, there were few commonalities. Their abilities, confidence levels, and when, where, and how they learned their technological skills varied. Table 1 shows only one participant, in her 60s, who learned ICT in school. She was one of two participants to describe themselves as very confident ICT users.

Participant	Gender identity	Age	How/where learned	Confidence with ICT
Ava	Female	76	Classes, self-taught	Confident
Belle	Female	75	Class, friends	Not confident
Corinne	Female	85	Family	Not confident
David	Male	84	Work	Confident
Emmett	Male	75	Work, no training	Confident
Grace	Female	77	Work	Confident
Griffon	Male	67	Classes, work	Confident
Kelly	Female	69	Work, no training	Confident
Margot	Female	74	Work, family	Somewhat confident
Mia	Female	69	Work	Confident
Michael	Male	87	Work, training	Somewhat confident
Petra	Female	66	School, family	Very confident
Rae	Female	81	Work	Very confident
Ryan	Male	81	Work	Confident
Umi	Female	65	Work	Confident

Table 1.

Summary of participant attributes and self-reported confidence when using ICT.

Recommendations to address the findings follow in Section 4.2.

Most individuals who said they were confident ICT users indicated their confidence waned when problems occurred or they attempted new or unfamiliar tasks ([84], p. 124).

4.1.1 Finding 1: age is not a determinant of disability status

Five of the 15 individuals reported having a disability; none of the five who reported having a disability said their conditions prevented them from using ICT. Three individuals had hearing issues, and two had vision-related impairments. Nobody complained of having dexterity challenges due to arthritis or any other condition. Age did not determine disability status, as the youngest participant had glaucoma.

4.1.2 Finding 2: ICT problems are technical, and user interfaces are unintuitive

Participants shared that the ICT problems they experienced (Table 2) were sometimes so technical that they did not know how to explain their issues. They suggested simplifying commands and buttons on the keyboard.

Problem	Frequency
Software update	7
Unintuitive interface	5
Technical language or instruction	3
Apps	2
Connectivity to the internet, printers, etc.	2
Help difficult to obtain	2
Navigation	2
Passwords	2
Processing time	2
Retrieving files	2
Advertisements	1
Device compatibility, e.g., between Apple and PC	1
Spam	1
Syncing	1

Table 2.

Summary of participants’ ICT problems and frustrations.

“People who don’t know anything about technology don’t know the questions to ask.” – Corinne

“My biggest complaint is that I feel there’s no interaction with software programmers. They think they know better and know what we want, and they don’t.” – Petra

Software updates were the top complaint of study participants, along with the unintuitive interface of technology. Several participants found software updates so bothersome that they ignored installing them altogether, which often led to future problems ([84], p. 125).

4.1.3 Finding 3: older adults appreciate the power of ICT and feel excluded from it

Even though 13 of the 15 study participants were retired, they all reported using ICT daily. From the least confident to the most confident users, they recognized the power of technology. Many felt that ICT was not designed for them and that technology firms overlooked them as consumers and customers.

4.1.4 Finding 4: older adults do not have sufficient ICT training

Because most ICT was introduced after the participants left work and school, they did not receive on-the-job or other formal training methods.

“I think it would be helpful if they [technology companies] provided some training at the outset…they kind of give you the device and leave you on your own. It would be helpful if they had instruction manuals.” – Michael

4.1.5 Finding 5: older adults do not have adequate access to ICT help resources

Of the 15 participants, only one lived in an intergenerational household; she benefitted from her granddaughter’s assistance. Others relied on visits or calls with family, friends, or neighbors. Several mentioned Apple’s Genius Bar, but they expressed frustration that getting help was not easy and wanted to work with people who are patient and not condescending.

4.1.6 Finding 6: a lack of confidence prevents some older adults from using ICT

Given their current needs, several participants stated they had no plans to learn additional technological skills, whether it was self-directed ageism or satisfaction with what they knew.

“I should learn how to do more, like shop and order things online, but I can’t do it.” – Corinne

4.2 Selected recommendations from the study on older adults and ICT

4.2.1 Recommendation 1: simplify and create an intuitive, user-friendly experience

While the precise term “user-centered design” was not used by the participants, they advocated for a more straightforward user experience that reflected their wants and needs.

“What tech companies need to do is put a great big help button on the screen and just hit help, and somebody will pop up on the screen and tell you what to do.” – Griffon

“Minimize the complexity of some steps and consider physical issues…ensure continuity so every time you want to open it, it’s going to be right here, and every time you want to close it, it’s going to be right here.” – Petra

“I need really simple directions.” – Ava

4.2.2 Recommendation 2: involve older adults in product design and solutions

The study findings found that older adults are a heterogeneous group with vast and varied needs. Some participants in their 70s and 80s were confident technology users, whereas others in their 60s were confident as long as they stuck with familiar tasks. Involving a wide range of older adults in product testing and design would likely result in a better product.

“In designing and building things, those who are smart gather information from users.” – David

“Ask older people to provide instructions for their peer group!” – Ava

4.2.3 Recommendation 3: be proactive in training users and non-users

The estimated technology spend of older adults is significant, and technology firms would reap tremendous financial and reputational benefits by recognizing that brand loyalty is created when customers consistently feel valued. Rather than ignore and overlook novice users—especially older adults—they should heavily invest in them.

“Show me how to use technology safely.” – Ryan

4.2.4 Recommendation 4: make getting help easy and accessible

All companies—especially technology firms—should look at their websites from the lens of those seeking help and test assumptions with users of all levels for accessibility. Is help easy to find? Is it offered in multiple languages? Are there options available based on skill level or need? If technology firms do not want to invest in creating user manuals and staffing helplines to assist people in multiple languages, they should fund nonprofit organizations willing to do this vital work.

5. 2022/2023 study of those who provide technology instruction to older Americans

In late 2022 and early 2023, the author embarked upon a qualitative study to gain insights from those who help older adults develop or strengthen their technological skills. Twenty-six participants were interviewed; they ranged in age from 17 to 85. Twenty participants identified as female and were 17–85 years. Six participants identified as male and were 17–71 years. Eleven participants were people of color; five Asians, three Blacks, three Hispanics, and 15 were white. Most participants worked for libraries and community-based charitable organizations; the two youngest—high school students—were in the process of forming a nonprofit entity.

The trainers, sometimes called digital navigators, resided in California, the District of Columbia, Florida, Idaho, Illinois, Maryland, Missouri, New Mexico, New York, Ohio, Oregon, Pennsylvania, Tennessee, Texas, Vermont, and Wisconsin. While some trainers worked for nonprofit organizations exclusively serving those 50 years and older, others, such as librarians, offered their services to people of all ages but said it was mostly older adults who sought help.

Most instructors specialized in either Apple products or Android. Some programs offered free devices through private grants or government funding, whereas others were bring-your-own-device (BYOD) programs. Examples of the courses offered or skills taught include Windows 10 and 11, Android, using Google and essential apps.

A convenience sampling method was used to recruit the participants. The executive director of Oasis San Antonio, one of eight regional centers of the national nonprofit organization, let her technology trainers know of the study and then passed along the contact information for the six individuals willing to participate. Twenty participants were obtained through the researcher’s post on the National Digital Inclusion Alliance LISTSERV, sent to thousands of subscribers.

Interviews were scheduled and conducted individually using videoconferencing technology. Study participants were asked 14 questions sent to them in advance. The three overarching themes of the interview questions focused on understanding:

• Most common technology problems they help older adults solve

• Barriers to learning

• Recommendations for teaching or strengthening the technological tools of older adults

The researcher followed the same data analysis approach as the study conducted in 2021. Videoconference transcripts were downloaded, the 14 questions were entered on a spreadsheet, and each participant’s transcript was reviewed individually. Highlights summarizing each individual’s answer were documented. After repeating the process for all 26 interviews, the researcher looked for common themes and findings. Insights that were markedly different or innovative were also noted.

Following are the study’s major findings and recommendations. They include supporting quotes from one or more of the 26 study participants where relevant. Pseudonyms were assigned for anonymity.

5.1 Major findings

Data from the 26 trainers were analyzed, and three recurring themes emerged. Recommendations to address the findings follow in Section 5.2.

• Technical problems varied greatly

• Fear and a lack of confidence are barriers that may need to be addressed before learning can begin

• Being patient and building a trusting, supportive relationship with students supports the learning process

5.1.1 Finding 1: technical problems varied greatly

The heterogeneous nature of older adults is reflected in the assistance they need. Some needed help getting connected to wifi and printers. Passwords were forgotten by many, and others required help learning the basics of their smartphone, including swiping and mastering gestures, downloading applications, and establishing email accounts.

5.1.2 Finding 2: fear and a lack of confidence are barriers that may need to be addressed before learning can begin

Fear was brought up as a fairly consistent problem that trainers needed to help their students overcome. While all students’ needs are different, assessing—in an empathetic and respectful way—whether fear and a lack of confidence are barriers may be a helpful place for trainers to begin.

5.1.3 Finding 3: being patient and building a trusting, supportive relationship with students supports the learning process

Several instructors mentioned that getting to know their older students helped create a welcoming and safe environment that, over time, was conducive to learning.

5.2 Selected recommendations from the study on instructors who provide technology training to older adults

Eight recommendations follow for those wanting to help older adults develop or strengthen their digital skills, whether by building a program or helping a friend or family member.

• Meet older adults where they are and understand what is important to them

• Be prepared to provide reassurances. Before learning can begin, some older adults may need to overcome the fear of:

  • Breaking their device(s)

  • Erasing or deleting something important

  • Being exposed to risk, e.g., account takeover, phishing, smishing

• Leverage available resources; digital inclusion advocates are happy to share

• Have patience; that trait is even more important than being technically proficient

• 1:1 instruction is ideal; the smaller the class size, the better

• Be flexible with the curriculum; mastery is more important than completing modules

• Build confidence to enable skill-building

• Repetition, review, and giving homework are essential

5.2.1 Recommendation 1: meet older adults where they are and understand what is important to them

It is essential not to make assumptions about the technological abilities of older adults. Ask them about their proficiency and understand what their goals are. Some students may want to update their resume, while others wish to keep in touch with friends and family overseas. Others may be reluctant users, unsure of the value of the technologies. And some older adults may be savvy technology users and want to strengthen a specific skill.

As the researcher found in the 2021 study of older adults, there is a significant variation in ICT confidence, skills, and abilities.

“I try to figure out what people want to do with technology and meet them where they are. In a classroom setting, I get the students to connect to build a community around learning and helping each other.” – Astrid

“I keep things simple for my learners. I explain that there are many functions on a device that you don't need to use (like a remote control), especially in the beginning. I simplify and focus on the things they really need.” – Mei

5.2.2 Recommendation 2: be prepared to provide reassurances; before learning can begin, some older adults may need to overcome fear

Perhaps due to the high cost of smartphones, tablets, and laptop computers, many older adults fear breaking their devices.

“For many new students, I help them overcome their fear of using their device, breaking it, or making a mistake. I tell them you can only break it by throwing it against the wall or pouring water onto it. If you accidentally delete something, you can likely retrieve it.” – Tina

5.2.3 Recommendation 3: leverage available resources; digital inclusion advocates are happy to share

The participants associated with a nonprofit organization or county libraries were given the curriculum for their training and customized it as needed. Some others were creating their materials. In America, search for digital navigator programs. Organizations such as the National Digital Inclusion Alliance are great resources. There is an incredible willingness to share best practices and resources in the digital inclusion space.

5.2.4 Recommendation 4: have patience; that trait is even more important than being technically proficient

The study participants emphasized being patient more than any other trait. Having patience was, by far, the recommendation made above all others by trainers when asked what advice they had for someone about to begin teaching or strengthening ICT skills to older adults.

“Take the time to be thorough and make sure they understand everything. Don't make people feel like you're in a rush.” – Aisha

“Sometimes it has taken individuals two weeks to learn how to get into Zoom and email.” – Leah

5.2.5 Recommendation 5: 1:1 instruction is ideal; the smaller the class size, the better

If one-on-one training is not possible, keep the group size small, and have a primary instructor and “roamers” who can walk around the room to see if help is needed.

“One-on-one tends to work much better for older adults because, in a classroom setting, you have people with a variety of perspectives. If it’s one-on-one, you can take a tangent versus sticking to the curriculum.” – Lorenzo

In addition to keeping the class small, focusing the curriculum on the bare essentials is recommended.

“I teach them the bare minimum of tech. They don't want to know how the tech works behind the scenes, but I do train them on certain things, such as the language they need to know like URLs, web pages, and browsers.” – Leah

5.2.6 Recommendation 6: be flexible with the curriculum; mastery is more important than completing modules

Regardless of the topic, most instructors have objectives they want to achieve for a class. For example, the first hour of the course will be spent reviewing and adjusting your smartphone’s settings. The second hour will be focused on sending text messages. Many digital navigators stressed the importance of pushing curriculum aside to ensure students keep up.

“What makes me a good instructor is not just listening, but adapting to what I'm hearing, versus what I want to say or teach.” – Ulla

“Don't move on to the next subject until there is comprehension.” – Leah

5.2.7 Recommendation 7: build confidence to enable skill-building

Like riding a bike or driving a car, learning in small steps makes the task manageable and sets the student up for success. Older students may be overwhelmed learning to use applications, programs, and devices introduced after many left schools and the workforce.

“Boosting the confidence of older students really helps. They call themselves dumb.” – Audrey

“I tell my students they’ll dazzle their grandkids with the skills they’re learning, and I make them comfortable; they’re not here attending a lecture! I say the only dumb question is one that isn’t asked, and that if they don’t learn, I have failed as an instructor.” – Tina

5.2.8 Recommendation 8: repetition, review, and giving homework are essential

Just as strength training builds muscle memory, using a mouse or a touchscreen takes practice. Show the students how to do something, then ask them to repeat the task and show you. If a course is scheduled over multiple days, e.g., one class for 2 hours and then the second class for 2 hours a week later, be prepared to spend part of the second class repeating what was learned in the first class.

“It takes time to learn. Students have to continually practice and be okay with being uncomfortable.” – Audrey

6. Limitations and selected conclusions

The researcher identified several study limitations. First, the study findings were based on 41 interviews conducted in the U.S. While the literature review cites research conducted globally, the results highlighted in this chapter are U.S.-centric; the sample only included participants from the U.S. A convenience sampling approach was used for both studies to identify individuals who met the participant criteria. This method was efficient for the researcher and enabled the studies to be completed within the desired timeframe. A more rigorous approach would have been to use a stratified sampling method and randomly choose individuals from each group. Although having a university education was not part of the participant criteria for the 2021 study of older adults, all 15 individuals earned a college degree. Finally, the researcher advocates for older adults and has inherent biases that favor age-positivity and digital inclusion.

Following are selected conclusions the author identified as a result of the literature review and the two studies referenced in this chapter. Strengthening intergenerational relations and reframing aging early in life are critical actions that have lifelong implications on health, longevity, and a willingness to learn and use emerging technologies. Younger people must be encouraged to develop relationships with older people, and older people form bonds with younger people formally and informally. Research shows many correlations to poorer health outcomes related to internalized ageism. Evidence also indicates that digital connections are conducive to feelings of connection, with social isolation having particularly adverse health outcomes for older adults. Findings from both studies show ample opportunities and practical solutions to ensure more older adults have access to and can be connected online if they choose, affordability withstanding.

Understanding the root causes of ageism and the fear of aging is critical to addressing the problem. Aging is an ongoing life process, and death is also part of that process. Openly discussing and teaching these life stages—at an early age—may be a healthy approach to changing the narrative of aging for young and older people. It is also imperative to show that aging does not automatically come with frailty, illness, and cognitive impairments. The decisions and lifestyle choices people make early in life influence the aging process negatively and positively.

As lifespans increase and the number of older adults outnumbers children, individuals and organizations must take action now. As Dr. Levy said, even the young are older people in training.

7. Recommendations for future research

Recommendations for future research are shown in Table 3 and range from studying ageism, adult learning, and older adults developing technological skills and fluency. Each idea includes a rationale for conducting the study.

Recommendation	Rationale
Conduct a controlled study of children’s perception of aging when interacting with age-positive and ageist books and games	To understand the influence of ageist books and games and age-positive books and games on children and their perceptions of aging
Conduct a longitudinal study of multigenerational households and single-generation households to explore perceptions of aging	To explore perceptions of aging and how they differ in multigenerational households and single-generation households
Conduct a comparative study of older adults who possess age-positive perspectives and those who engage in self-directed ageism	To understand factors that shaped the varying perspectives on aging and resulting outcomes
Use Bronfenbrenner’s ecological systems theory and a random sampling approach to study perspectives on aging	To identify environmental factors that influence perspectives on aging, both positive and negative
Conduct a correlational research study on the fear of aging and the fear of dying	To understand whether there is a relationship between the fear of aging and the fear of death
Study adult learning best practices for developing fluency in a second language	To understand whether similar concepts apply to teaching adult learners a second language to adopting ICT skills
Study older adults of all educational backgrounds to understand how they use ICT, the barriers that get in their way, and how their ICT experiences could be improved for them	To determine whether older adults with lower levels of education have similar experiences to those with more education

Table 3.

Recommendations for related studies.

Conducting future research on the topics listed in the table will provide valuable insights and contribute to the body of knowledge available [85].

Acknowledgments

I want to acknowledge my beloved mother, Emily Hoang Nguyen, who inspired me to pursue my studies of older adults and technology. She was a steadfast cheerleader and someone who consistently showed care and concern for others. In her loving memory, I embrace the privilege of elevating the voices of older adults and advocating for their rights.

Conflict of interest

The author declares no conflict of interest.

Thanks

The author extends her gratitude to the 15 individuals who agreed to participate in the 2021 study focused on understanding how older adults use technology, the barriers to their use, and ways to improve their technological experiences. Additionally, much appreciation goes to the 26 trainers interviewed for the 2022 and 2023 study; thank you for helping older adults develop and strengthen their technological skills.