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Outcomes from a peer tutor model for teaching technology to older adults

Published online by Cambridge University Press:  18 June 2012

AMANDA TOLER WOODWARD ,
PAUL P. FREDDOLINO ,
DONA J. WISHART ,
LOUANNE BAKK ,
RIE KOBAYASHI ,
CAITLIN TUPPER ,
JOHN PANCI  and
CHRISTINA M. BLASCHKE-THOMPSON
AMANDA TOLER WOODWARD*
Affiliation:
School of Social Work, Michigan State University, East Lansing, Michigan, USA.
PAUL P. FREDDOLINO
Affiliation:
School of Social Work, Michigan State University, East Lansing, Michigan, USA.
DONA J. WISHART
Affiliation:
Otsego County Commission on Aging, Gaylord, Michigan, USA.
LOUANNE BAKK
Affiliation:
Department of Social Work, Greater Rochester Collaborative Master of Social Work Program, College at Brockport State University of New York, Brockport, NY 14420, USA.
RIE KOBAYASHI
Affiliation:
School of Social Work, Eastern Washington University, Cheney, Washington, USA.
CAITLIN TUPPER
Affiliation:
School of Social Work, Michigan State University, East Lansing, Michigan, USA.
JOHN PANCI
Affiliation:
Otsego County Commission on Aging, Gaylord, Michigan, USA.
CHRISTINA M. BLASCHKE-THOMPSON
Affiliation:
School of Social Work, Michigan State University, East Lansing, Michigan, USA.
*
Address for correspondence: Amanda Toler Woodward, School of Social Work, Michigan State University, 655 Auditorium Road, East Lansing, Michigan, 48824, USA. E-mail: awoodwar@msu.edu
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Abstract

A key component of social work ethics is social justice and equitable access to resources. Increasingly, this includes access to technology. This study addresses issues related to the ‘digital divide’ by testing a peer tutor model (Technology and Aging Project, TAP2) to teach adults aged 60 and older how to use information and communication technologies (ICTs) such as email, the internet, online chat rooms and discussion groups, internet-based support groups, and voice technology and webcams. Participants from the control group of a previous programme, TAP1 (N=19) participated in a six-month computer training programme. Six participants who had successfully completed the TAP1 training were selected to be peer tutors. Data were collected from tutors and learners at baseline, three months, six months and nine months (three months after the end of training). The current study reports on learner outcomes only. Measures include computer, social support, and mental health-related outcomes. Learners reported a significant and consistent increase over time in their confidence completing certain computer-related tasks and their overall use of ICTs. Mental health and social support outcomes did not change. Overall, the peer tutor model appeared to be at least as effective as the previous staff-directed model.

Keywords

information and communication technologiesolder adultscomputer trainingvolunteer
Type
Articles
Information
Ageing & Society , Volume 33 , Issue 8 , November 2013 , pp. 1315 - 1338
Copyright
Copyright © Cambridge University Press 2012 

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