Abstract
Competence in technology use during everyday activities is required for continued independence of older adults, and rapid technological changes have made effective design of learning support beyond formal training crucial to maintain this competence. Older adults have reported a preference for specific training and text manuals when they learn to use technologies, but no research has systematically examined what is actually used in everyday life. This study examined age and experience differences in the use of external support (knowledge in the world) over a ten day period. Interviews with participants about technology encounters during this period were analyzed. Three categories of knowledge in the world were identified: social support, instruction, and on-device information. Age differences were found in use of social support and instruction. Age and experience differences were found in use of on-device information. These results confirm the importance of good instructional support for older adults that accommodates age-related declines and differences in specific knowledge. Data also suggest that development of a simple and reliable method for older adults to obtain social support may help low technology older adults to more effectively use everyday technologies and to resolve problems.
Get full access to this article
View all access options for this article.