Deborah West, The Flinders University of South Australia
There will always be people of every age who are keen to learn and keen to engage with a changing society and for these people the provision of technology and training in an appropriate manner will be enough to encourage them. However, there are a large number of people for whom this will not be the case and older people are found to be among those at most risk in terms of the ́digital divide.
This paper is based on data collected from 2000 participants in Seniors-On-Line and 337 participants in the Technology Classes for Older People project. Participants were asked via a self-completed questionnaire prior to beginning the course to identify their reasons for taking computer classes and any barriers that they found to the use of technology.
Findings indicated that people's motivation for taking computer classes were linked to intrinsic motivations found to be associated with participation in learning programs in general. Terminology and design features were found to be most important barriers to the use of technology followed by learning issues.
Results suggest that engaging the non-user and social inclusion in the knowledge economy relies on more than the provision of technology rather it encompasses issues at both macro and micro levels. For the individual it will need to address personal motivation to engage in lifelong learning and appropriate awareness raising and teaching methodologies. At a macro level, technology needs to be developed and provided in a manner, which adheres to universal design principles.