Technology and Learning in Current and Future Generations of Elders

The challenge and promise of e-learning. This article examines the current and future role that technology can play in the learning activities undertaken by elders. Of primary interest are learning activities that are encountered in everyday life and that have to do with (1) use of computers and the Internet to acquire knowledge and skills, and (2) the knowledge and skills required to use computer and Internet technology. In the commercial and public sectors, technology-based learning is often referred to as "e-learning." E-learning has been defined as learning experiences delivered or enabled by electronic technology. Some believe that in the future, technology will have an even greater impact on education than it currently has on commerce. The United States currently spends more than $700 billion in the education and knowledge arena-the education industry is the second largest, behind healthcare. These data represent current educational spending in general, not limited to e-learning. The smallest and newest group arrival in the education arena are the the lifelong learners-3.9 percent. But as the Internet occupies a larger presence in citizens' lives, this segment is projected to increase (U.S. Department of Commerce, 2002). DEMOGRAPHICS OF ELDERS ONLINE One of the most critical issues in discussing use of technology by elders is to distinguish characteristics of current versus future generations of online elders.Within less than a decade, the demographics of elders expected to be online will change drastically. The majority (56 percent of those currently ages 50-64 years, the early baby boomers) have Internet access, have used computers and the Internet in their work lives, and report that they would miss the Internet if they could no longer use it, whereas only a few years ago, Lenhart (2000) reported that a majority of people 65 and older said that they were not online and had no plans to go online. In contrast, the early baby boomers, the future elders, match the overall Internet population in their current use of the Internet for e-mail, search for political news, checking weather, and doing research for their jobs and lives. Those on the verge of entering the retirement years may be the generation most likely to take advantage of all the Internet has to offer them as they get older. Several demographic factors have been found to be associated with use of computers and the Internet (U.S. Department of Commerce, 2002; U. S. Census Bureau, 2000), including age and cohort as discussed above, educational level, being in the labor force, occupation, and type of household. Education. The higher a person's level of education, the more likely he or she is to be a computer or Internet user, with those having a B.S. degree or above being most likely to use a computer. Across all age groups, for those with less than a high school education, only 17 percent use a computer and only 13 percent use the Internet. Approximately 15 percent of people currently 55 to 59 years of age (future elders) have less than a high school education, in contrast to 25 percentof today's elderly. Workforce and occupation. Being in the workforce is a major factor in acquiring and maintaining computer skills and in having access to the Internet and a supportive environment in which to learn these skills. Three quarters of middle-aged baby boomers are working, compared with 49 percent of those ages 60-64 years. Only 13.7 percent of those currently 65 years of age and over are included in the civilian work force. Computer and Internet usage also varies by occupation. For example, 80 percent of managers and professionals use computers, 71 percent of sales and technical workers, and only 20 percent of operators and laborers (U.S. Department of Commerce, 2002). However, although only 14 percent of current elders are in the workplace, those who do continue to work are predominately in occupations such as management, with high computer usage. …