Why Senior Citizens Refuse to Learn IT - Admission/Application Essay Example

Why Senior Citizens Refuse To Learn Information Technology Why Senior Citizens Refuse To Learn Information Technology The digital divide that exists between the wealthy and poor continues to draw attention in academic research and traditional media outlets. People yearning to join the society in the information technology revolution compete along the lines of ethnicity, wealth and nationality. Academics have researched the digital divide along these areas. One area that has not been covered extensively is the knowledge and skill levels of information technology among the elderly population or senior citizens. Focus on this group is based on dynamic interactions of two crucial forces (Felip, 2010). The first is the fact that the population of senior citizens is growing. The second force is the fact that senior citizens have more disposable income than youths to spend on information technology. The research agenda will be coordinated based on a framework, which seeks to delineate scholarly inquiry. Information technology is one of the ubiquitous developments that characterize the 21st century. Access to information technology has the potential to change the ways in which senior citizens interact. Because of their lack of access to information technology, senior citizens are by-passed by the numerous benefits of information technology. Senior citizens can benefit from information technology through improved social and healthcare. However, they have trouble whenever they try to use information technology (Felip, 2010). Evidence from literature and scholarly review shows that the difficulties in accessing or using information technology are caused by the lack of training and information technology literacy rather than cultural resistance. Felip (2010) conducted a survey report, which used a standardized questionnaire to obtain information on how senior citizens use information technology. The questionnaires also established the current use of internet and computer by senior citizens and their wishes for future trends. According to the results obtained from the questionnaires, senior citizens refuse to learn information technology because they think that it does not have a future application in their life (Felip, 2010). They consider information technology as a development that favors youths in terms of the acquisition of skills and knowledge. Additionally, the personal information obtained from the study indicated that senior citizens lacked literacy in information technology. The lack of literacy in information technology is documented in Mark McMurtrey, Steven Zeltmann, James Downey and Ronald McGaughey’s 2011 study Seniors and Technology: Results from a Field Study. According to this study information technology vendors have not addressed the particular needs of senior citizens when to comes to applying or using information technology, computers and their related peripheral devices (McMurtrey, 2011). Information technology vendors are missing the opportunities that may arise with increased usage of IT by senior citizens. According to McMurtrey et al (2011), senior citizens are living in a society that is undergoing an information technology revolution. However, this age group has not been included in the revolution because they have refused to learn information technology. Their exclusion from the revolution is also associated to the fact that senior citizens do not consider the current information technology package to consider their needs. Information technology, from cell phones to computing, has not been designed with an aim of addressing the concerns of the elderly. The researchers also included conventional wisdom in trying to understand why senior citizens refuse to learn information technology (McMurtrey, 2011). One of the major conventional wisdom, which supports the refusal of senior citizens to learn information technology, is the notion that these citizens are opposed to change. This has restricted their desire to learn and adapt information technology. Additionally, it is believed that senior citizens do not have the dexterity to operate some of the information technology hardware. Brian Nejmeh (2012) provided a descriptive study, which analyzed the reflections of senior citizens who were tutored by young students. The senior citizens were tutored in information technology and computer skills. The case study also provided a roadmap that would help in the establishment of learning partnerships between the young students and senior citizens. The young students who were tutoring the senior citizens used the service learning method, which is an educational method that integrates learning experiences with social service. The case study highlighted some of the factors, which prevent senior citizens from learning information technology. According to the case study, senior citizens refuse to learn information technology because they have not kept pace with the youths in embracing information technology and the digital age. Some of the legitimate reasons for this lag are related to medical conditions. Some senior citizens suffer from age-related conditions such as reduced mobility, declining eyesight, reduced hand-to-eye movement and reduced coordination, which physically prevent them from using or learning information technology (Nejmeh, 2012). Additionally, the case study showed that most information technology related devices were not designed with a consideration of senior citizens. For instance, most information technology devices use small plugs, interfaces, mouse and wires, which are difficult for senior citizens to use. Additionally, most senior citizens are unfamiliar with the use of information technology. David Peterka (2011) explored the issue of why senior citizens refuse to learn information technology using a case study, which established a framework for training the citizens on the use of the technology. The framework also provided strategies for training senior citizens on the application of information technology. According to this case study, senior citizens refuse to learn information technology because of the restrictive cost and skill level. This leads them to conclude that information technology is not relevant to their life (Peterka, 2011). The case study also showed that senior citizens refuse to learn information technology because they lack the understanding and awareness of the technology. This is because most senior citizens do not own some vital information technology devices such as smart phones and computers. Charles Sharpe (2011) contributed to the study by using prescriptive strategies. The researcher demonstrated the importance of using websites, strategies, physical addresses and web portals in encouraging senior citizens to learn information technology. According to Sharpe (2011) senior citizens refuse to learn information technology because of their low computer skill levels. Most senior citizens have moderate experiences with computers. Additionally, most of them do not use information technology features such as social media and e-mail because of the lack of skill (Sharpe, 2011). Jasni Mohamad Zain, Wan Maseri Wan Mohd and Eyas El-Qawasmeh (2011) approached the issue using a case study that highlighted the challenges, which motivate senior citizens to refuse to learn information technology. One of the main challenges that motivate senior citizens to refuse to learn information technology is the issue of interface and design. As people advance in age, their eyesight diminishes and manual dexterity deteriorates. Information technology vendors have failed to address these issues during the design of information technology products. Information technology vendors design products that have small plugs and buttons. These products include external drives, printers and speakers. The small plugs and buttons are difficult for senior citizens to see and manipulate. Instead of embarrassing themselves in trying to use these products, senior citizens prefer not to learn information technology. In the case of software, senior citizens are faced with challenges such as the navigation of the software and use of drop-down menus. There are approximately five panels and 250 possible operations on the Microsoft Outlook software (Zain, Wan Mohd & El-Qawasmeh, 2011). This is common and popular software is used for activities such as e-mailing. The array of options available in the software may confuse senior citizens. Most senior citizens fail to complete basic e-mail tasks on Microsoft Outlook. Software complexities may impose cognitive difficulties, which prohibit senior citizens from using information technology. Comparison of the Articles Each of the articles used a framework or layout to show why senior citizens refuse to learn information technology. McMurtrey et al (2011) used a survey explored the interactions of senior citizens with IT. The survey report also outlined some of the information technology systems that attract senior citizens and their skill levels. Felip (2010) also used a survey report that was based on a standardized questionnaire. The main difference between Felip (2010) and McMurtrey (2011) is that Felip (2010) used a standardized questionnaire to obtain information on the current interactions of senior citizens with information technology. Most importantly, Felip (2010) obtained personal information on the usage of computers and information technology by senior citizens. Conversely, Nejmeh (2012) used a descriptive case study to highlight factors that motivate senior citizens to refuse to learn information technology. The case study was based on service learning, which is increasing used in community service. In this case, the researcher analyzed the responses of senior citizens who were being tutored on information technology by young students. The study was able to use the different technical skills of participants in order to establish a culture of collaboration between university students and senior citizens. Zain et al (2011) also used a case study to highlight the challenges faced by senior citizens as they interact with information technology. These challenges prohibit senior citizens from acquiring or improving their information technology skills. The case study helped in the establishment of a framework for sharing knowledge. Sharpe (2011) approached this issue by using prescriptive strategies to demonstrate how websites, web portals and physical addresses can be used to motivate senior citizens to learn information technology. This approach is important to the senior citizens because it supports self-directed learning processes. It also helps them to focus on the goal of acquiring information technology skills. Peterka (2011) also used a case study to establish a framework for training senior citizens on how to use computers and information technology system. This framework facilitated situational changes, particularly in solving skill based issues. Conclusion All the articles in the research indicated that senior citizens refuse to learn information technology because of the lack of literacy and training. Additionally, the articles have revealed the fact that medical conditions associated with old age may prevent senior citizens from learning information technology. For instance, loss of sight and reduced mobility may reduce the effectiveness of senior citizens as they try to learn information technology. According to these articles, information technology vendors do not consider senior citizens during the design of their products. This contributes to a situation where senior citizens lack crucial understanding and awareness of the technologies involved. References Felip. M. (2010). Senior Citizens E-Learning Needs Report. Senior Learning. Adapting E-Learning Techniques for Integrating Senior Citizens in the New Digital World. Senior Citizens E-Learning Needs Report. McMurtrey, M., Zeltmann, S., Downey, J. & McGaughey, R. (2011). Seniors and Technology: Results from a Field Study. Journal of Computer Information Systems. Nejmeh, B. A. (2012). Service-learning in information sciences: Practical applications in engineering education. Hoboken, NJ: Wiley. Peterka, D. (2011). The senior sleuths guide to technology for seniors. Morrison, CO: Conifer Books. Sharpe, C. C. (2011). Online resources for senior citizens. Jefferson, N.C: McFarland & Co. Zain, Jasni Mohammad, Wan Mohd, Wan Maseri, & El-Qawasmeh, Eyas. (2011). Software Engineering and Computer Systems, Part I: Second International Conference, ICSECS 2011, Kuantan, Malaysia, and June 27-29, 2011. Proceedings, Part I. Springer-Verlag New York Inc. Read More