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HRCOS**

Honours Research Report

Name: Lerato Mogashoa

STUDENT NUMBER: 14557304

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TABLE OF CONTENT PG

1. ABSTRACT 2

2. INTRODUCTION 2

2.1 What are computer literacy courses? 3

3. BACKGROUND 4

4. ELDERLY PEOPLE AND COMPUTER LITERACY COURSES 6

5. BENEFITS OF COMPUTER LITERACY COURSES ON ELDERLY PEOPLE 7 5.1 Social changes 7

5.2 Cognitive changes 8

6. GENERAL BENEFITS OF COMPUTER LITERACY 10

6.1 More career opportunities 10

6.2 Future-Readiness 11

6.3 Cheaper and better communication 11

7. CONCLUSION 11

8. BIBLIOGRAPHY 13

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1. ABSTRACT

Learning how to use a computer has traditionally been the main focus of computer literacy courses. In this essay, the effects of computer technology on seniors will be discussed, along with some future directions. First, changes brought on by aging and how they affect elderly computer users will be discussed. This paper is not meant to provide a comprehensive and in-depth overview of all the topics involved because the field of study is broad and there are numerous publications that address related issues. Instead, it aims to encourage additional research on the subject and to make its significance clear to those outside of this field of study. 2. INTRODUCTION

As civilization evolves into the twenty-first century, the technology that is widely available through a personal computer and the Internet is profoundly affecting how people live - from doing business to social connections. The definition of computer literacy established by Son, Robb, and Charismiadji (2011:26) was chosen for the purposes of this study. "The ability to use computers at an adequate level for creation, communication, and collaboration in a literate society" is how they define computer literacy. Two factors led to the adoption of this definition. First of all, this definition of computer literacy constitutes one of the most current and complete ones to be offered. Second, emphasizing the idea of a "literate society" may be particularly pertinent to the current research.

The ability to create and edit text, troubleshoot minor computer operating difficulties, and arrange and assess data on a computer are all tested in questionnaires that are used to gauge a person's computer literacy (Kegel 2019). Toben (1983: 22–23) suggests that in order to improve their computer literacy, users should identify the specific computer abilities they wish to hone and learn how to utilize them more accurately and purposefully.

Users can find more useful computer features by increasing their level of computer literacy. Fiorini claims that the primary justifications for the use of computers in educational settings and the consequent development of computer literacy are vocational or practical. Given that computers are a need in the modern workplace,

(Kegel, 2019) claims that teaching computer literacy in schools is done so in order to give pupils employable skills

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It is challenging to forecast computer literacy for the period to come due to rapid technological progress (Tobin, 1983:22–23). Because they adhere to the general political and fiscal principles of those countries' both private and public institutions, computer literacy initiatives are supported in a wide range of nations. The effective and extensive diffusion of knowledge and the incorporation of technology advancements are both greatly enhanced by the Internet. This is made easier by advances in computer literacy (Watkins, 1982).

2.1 What are computer literacy courses?

Computer skills are extremely important for people in the modern world, regardless of their backgrounds or category of membership. Computers and other technology are used by people in various areas of their lives. These include pursuing education, participating in various work opportunities, increasing knowledge of various concepts and topics, preparing articles, reports, projects, and other assignments, enjoying leisure and relaxation, and so on.

It is essential for the employees to improve their technical skills in order to do these occupations adequately. Therefore, it is believed that computer literacy programs play a crucial role in helping people improve their technical skills. Computer literacy programs are important, and upgrading one's computer abilities is essential for success in every industry. Employers in businesses, government agencies, financial institutions, educational institutions, and other settings expect their staff to be proficient computer users during the course of their job. Whereas children need to improve their computer abilities throughout their educational journey, from preschool to university, as doing so will enable them to pursue academic goals in a well-organized and efficacious manner. Consequently, it can be said that computers make it easier and more efficient to carry out jobs and operations. People enrol in computer literacy courses when they want to improve their computer abilities. These programs cover a wide range of abilities, including basic computer usage, software use, and advanced problem solving. The use of computer abilities depends on the tasks that must be completed for a job.

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3. BACKGROUND

The first time the Internet was discussed in computer literacy courses was in 1997

(Turk and Wiley, 1997). Aspects of computing's social and ethical nature had also taken on importance. The ACM Code of Ethics (ACM 1993) and IEEE Code of Ethics

(IEEE 1991) both lay the foundation for computing professionals', especially academics', need to educate these subjects. The history of computers, their uses, how they operate, and the value and moral application of information in our technological world were all covered in literacy courses.

The National Research Council (NRC) gave recommendations for the creation of courses that imparted "computer fluency" using information technology in a significant report that was issued in 1999 (NCR 1999). (The term computer fluency, as opposed to computer literacy, was intended to suggest a deeper grasp.) The three types of knowledge outlined in this report are fundamental principles (the basic principles of information technology), intellectual capabilities (the capacity to use technological devices for organization, reasoning, and problem solving), and contemporary skills

(the capacity to utilize available information technology applications). This is a first step in integrating the concepts of information literacy and computer literacy around the idea of "information technology." Portable and mobile technologies were developing at the same time as this in Computer Literacy courses. There was a computer with an Internet connection in almost every library. The "digital divide" was still present, although many houses had more than one computer, and several universities required its freshmen to have laptops (typically with campus-wide wireless connectivity). Computers were becoming to resemble desks and seats in the modern office.

By 2000, substantial sections of computer literacy courses had been devoted to using the Web in a "literate" manner. Traditional application-based teaching was still used because students continued to enroll in courses with a variety of backgrounds and talents. The study of computer-based (online) instruction has already started, which is interesting (Edmiston and McClelland, 2001). Examining how computers operate, using word processing, spreadsheets, file management, databases, and presentation graphics, locating relevant information on the Web, looking at the past and future of 5

computers, and buying a computer were some of the literacy-related subjects covered. Updates to computer literacy definitions first appear in 2000.

(Bumiske, 2000) The "traditional" methods of teaching computer literacy were directly challenged by literacy in the cyber age. The author promoted teaching literacy from the perspective of conventional rhetoric, which she described as the "ancient art of persuasion." Using the "rhetorical triangle of ethos (author's credibility), logos

(message's logic), and pathos (emotional appeal to audience)," the CCSC: North Eastern Conference course could advance beyond technical competency toward a critical comprehension of what student’s experience in cyberspace. This strategy used media literacy, civic literacy, and discourse literacy among other forms of literacy to achieve its goal. This literacy idea is continued by cyber literacy

(Gurak 2001). The distinctive characteristics of the Internet are characterized by terms like reach, speed, anonymity, and interactivity. Social issues like gender, cyberbullying, scams, and privacy are investigated. A new type of literacy termed

"cyber literacy" is put forth to help people comprehend how the Internet affects these situations. Clearly, what was once regarded as computer literacy has undergone a significant change. We need to consider how technology affects our perception of the world as much as how it changes our world.

In a first-year writing course where computers are also used as the medium of instruction, new proposed course models include critical Computer Literacy as the course of study. The definition of critical computer literacy, which broadens the definition of computer literacy to include critical literacy, is the capacity to "comprehend our relationship with computer technology and its uses, possibilities, and meanings"

(Duffelmeyer, 2001). " awareness of the dynamics that influence the macro- and micro- level environments in which we learn to read and write, as well as how we see the purposes and significance of literacy.

In conclusion, prior research has demonstrated that computer literacy and its advancement are challenging concerns. Additionally, most pupils do not possess the level of computer literacy needed for academic purposes. The level of computer literacy seems to vary depending on the situation. The results of earlier studies on computer literacy suggest that most students require instruction in order to effectively use computers and technology for educational purposes. 6

4. ELDERLY PEOPLE AND COMPUTER LITERACY COURSES

Dealing with digital technology and courses is difficult for older people. Many people 65 and older have never learned how to use a computer in a classroom or at work. As a result, elderly persons have more difficulties than younger adults while using computer technology (Charness, Bosman, Kelley, & Mottram, 1996; Czaja & Sharit, 1993). As a result, older persons have increased difficulty with routine tasks that are mostly computer-based, which could jeopardize their ability to continue functioning independently.

While older persons have challenges related to their demand for technology and the ability to utilize computers for day-to-day tasks, they might also greatly benefit from advancements in (computer) technology. Many items and technology may be able to aid older persons in keeping their independence by assisting them with some of the age-related issues they are experiencing. For instance, telemedicine applications enable patient-provider communication from home, reminders can be sent to people who suffer from forgetfulness by hand-held computers, and warning systems in the home can be used to monitor senior citizens' health and safety without interfering with their daily activities (Kelley & Charness, 1995)

The Internet can help people with aging-related changes and improve their quality of life. For instance, the Internet makes it easier for older folks to engage in numerous daily tasks like banking and shopping that they might otherwise be unable to. People can access a variety of information sources via the Internet as well. This could include both information that is useful for daily life, like schedules for public transportation, and information that is amusing, like reviews of books, online courses, and games. The Internet not only simplifies daily tasks but also offers a means of preserving and enhancing social engagement and communication. Instant messaging, newsgroups, and other online communication tools provide new ways to build new connections and retain old ones.

The Internet can help people with aging-related changes and improve their quality of life. For instance, the Internet makes it easier for older folks to engage in numerous daily tasks like banking and shopping that they might otherwise be unable to. People can access a variety of information sources via the Internet as well. This could include 7

both information that is useful for daily life, like schedules for public transportation, and information that is amusing, like reviews of books, online courses, and games. The Internet offers a tool to preserve and enhance social engagement and communication in addition to making Finally, because older folks have minimal experience utilizing computers and, consequently, Internet services, mastering a new skill like this could take a lot of mental work from them. Moreover, a lot of computer and Internet-related activities need cognitive skills that are known to deteriorate with age, like memory, information processing speed, and selective attention. Therefore, by promoting older individuals' use of computers and the Internet, two of the three elements of effective aging—cognitive ability and involvement in interpersonal relationships and productive activity—might be boosted.

5. BENEFITS FOR THE ELDERLY IN KEY AREAS

This section of the paper will thoroughly discuss the benefits of computer literacy courses particularly in the elderly group

5.1 Social changes

Since the majority of focus has been paid to cognitive, bodily, and sensory factors, it is frequently asserted that the social environment is underappreciated in this field

(Durtz, 2000). However, it has shown that a person's social context can have a direct impact on how they utilize technology . Additionally, courses in computer literacy can have a big impact on how socially active older people are. The Internet is the best illustration of how computer-based communication has the biggest impact on elderly people's social lives as a result of computer literacy courses. Whether this kind of communication can improve what is referred to as social capital is a topic of continuous discussion in the social sciences. With age, this social capital often decreases . "The institutions, interactions, and values that shape the quality and quantity of a society's social interactions" are referred to as social capital. It can be categorized in the ways listed below: Network capital, participation capital, and participatory capital are connections to friends, neighbours, family members, and co- workers that offer support, emotional support, products and services, information, and a sense of belonging. Community dedication, or a responsible sense of identity that effectively mobilizes one's social capital, is another type of network capital. It is crucial 8

to keep in mind that the use of computer-based communication methods by senior citizens is associated with an increase in these types, according to several research, including (Karavidas, Lim and katsikas, 2005)

In their article Karavidas et al, they state that "computers may offer distinctive possibilities for older adults to interact with others and establish social networks which can assist with reduce loneliness and alienation." Computer-based communication, like e-mail or texting, can offer the necessary "virtual" social support from these relatives for elderly persons who have mobility issues or who live a long way from them. Computer-based communication enables older individuals to interact with people who are either varied or similar to them in experience and interests, which increases participatory capital and may lead to a stronger sense of community involvement (Blit-cohen and Litwin, 2004)

According to Blit-Cohen et al in older adults can seek out new information, share their thoughts with others, and develop new social connections as they see fit. They also have a lot of benefits from this type of communication. Additionally, elderly people are able to operate virtual social networks from the comfort of their homes, they are not typecast based on physical appearance, and participation is not restricted by time or place (Blit-cohen and Litwin, 2004). Traveling through the internet requires no physical movement, which contributes to an increase in social isolation among the elderly. As a result, older people use computer-based communication more frequently than the general population, which leads to higher social interaction. It should not be overlooked that older individuals who participate online benefit society as a whole as well as themselves. Older individuals have a wealth of life experience and expertise that they can impart by using technology, such as by participating in online forums. Computer communication can encourage older people to interact with others in other ways as well. The participants' communication regarding computers was noted in a number of research on the group-wise learning of computer use. Since most of them had never done it before, having to go through it together encouraged social engagement.

5.2 Cognitive changes

In general, cognitive abilities decline with age, which has an impact on learning capacity (Zajicek, 2001). Some contend that this is not always age-related, but the 9

data discussed here demonstrates that the presumption can be applied to senior computer users. Zajicek asserts that the biggest barrier preventing older individuals from using computers is age-related memory impairments and their consequences on learning. The "fluid" memory is primarily affected by the so-called age-associated memory impairment (AAMI), while the "fixed/crystallized" memory (knowledge and abilities) is largely unaffected.

The kind of flexible memory required to learn how to use a computer is precisely what Stuart-Hamilton refers to as "the ability to solve problems for which there are no solutions derivable from formal training or cultural practices. As Zajicek notes, additional research demonstrates that older individuals have greater challenges when backtracking and navigating a path, which is comparable to the kind of navigational abilities required on the Internet (ACM 1993). However, older persons do make up for AAMI through the development of a variety of learned strategies. Utilizing a mental model connected to another form of technology that they are familiar with is one of these tactics.

When utilizing a computer course, an older user might, for instance, visualize a video recorder and when they need to remember a series of steps, they might write them down on paper. The latter tactic might take some time, but it works well. To avoid adopting a flawed mental model that would restrict comprehension of the new technology (in this case, the computer), care must be taken with the first example, in my opinion Given that the majority of senior person’s experience difficulty with working memory, learning styles of those with learning disabilities may be applicable to elderly computer users. Users with learning disabilities are not taken into account when assuming that a computer user will acquire knowledge by exploring and generating conclusions that are then input into a mental model. These users operate more slowly and haphazardly; they avoid exploration because they are unsure of what to do; and when they do investigate, they are unable to efficiently store conclusions in a mental framework

The conclusion reached by Zajicek, however, is that older people can still learn, but

"that knowledge of AAMI suggests another kind of interaction, one that uses elements of cognitive that are more unlikely to be impaired (Zajicek, 2001). Online courses and venues where young and old users are combined when learning computer skills 10

(Whitcomn,1990) offer promising learning opportunities for older computer users. It's interesting to note that using a computer may make older people's failing cognitive and physical abilities worse. This is demonstrated in studies like, which look at how computer games affect seniors. Playing video games has been demonstrated to improve memory, reading comprehension, information processing, and other cognitive skills in addition to being a new fun pastime.

Additionally, it may lead to improvements in attention span, hand-eye coordination, and reaction time. This in turn may benefit them in their day-to-day activities (Kegel 2019). Additionally, playing video games provided nursing and support professionals with previously unidentified cues about physical and mental problem. These video games for computers should adhere to certain specifications, such as specific aesthetics and immediate feedback from the game to increase learning abilities, and they should be carefully chosen based on these specifications and the intended effect of the game.

6. GENERAL BENEFITS OF COMPUTER LITERACY

6.1 More career opportunities

Due to the widespread use of computers in offices, employers are more likely to choose candidates with computer literacy over those without it. For many people, having computer literacy makes it simpler to acquire an office work that involves using a computer. Naturally, having computer skills will give you a significant advantage when applying for these types of jobs. In addition to making, you more marketable to companies for office jobs, computer literacy may also help you find methods to work from home if you want. Keeping up to date: Newspapers are gradually fading into obscurity, despite the large number of individuals who still read them. People now prefer to read the news online since these sites may be rapidly updated as new developments in the story occur. A better way to stay current on happenings is to be computer literate enough to visit these sites. Nowadays, it is simpler to hear or read about the most recent news on computer websites.

6.2 Future-Readiness

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Computer literacy course are developing more quickly than ever before, and it's quite simple to fall behind if you don't take the time to learn at least a basic understanding of computers.

Despite the fact that the communication technologies you use today will probably be significantly different from those you use in five years, they will still give you a strong foundation in computer literacy that you can utilize for years to come. 6.3 Cheaper and better communication

Since computers are relatively inexpensive to use for communication, they are perfect for business owners and anyone looking to save money. In the twenty-first century, a sizable portion of communication takes place remotely using computer networks. People who might never be able to communicate to each other otherwise regularly exchange messages via email, even though they may be on opposite sides of the world. Email is more convenient than traditional mail in many respects. In the present era, communicating over the Internet is essential for anything from keeping in touch with old friends to emailing potential employers your CV. 7. CONCLUSION

Over the past three decades, proposals for computer literacy courses have been influenced by the state of computing technology and the extent to which it has permeated society. What was regarded as common knowledge was changed by the development of new technologies, from minicomputers to PCs to the Web. The Web marked the beginning of the serious introduction of computing technology into society, and portable and mobile technology today continues this trend. There are three effects of computer literacy: a change in how we learn to use technology, an expansion of information literacy to include information found on the Internet, and the inclusion of issues related to the social integration of technology in non-computer-related disciplines. As a result, computer literacy has altered, with skills now being taught as needed.

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8. BIBLIOGRAPHY

ACM, 1993. ACM Code of Ethics and Professional Conduct. Association for Computing Machinery.

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Blit-Cohen, E, & Litwin, H. 2004. Elder participation in cyberspace: A qualitative analysis of Israeli retirees, Journal of Aging Studies. Vol. 18, 385 – 398. Browne, H. 2000. Accessibility and Usability of Information Technology by the Elderly. Available at http://www.otal.umd.edu/UUGuide/

Burniske, R.W. 2000. Literacy in the Cyberage. Arlington Heights, IL: Skylight Professional Development.

Charness, N., Kelley, C., and Mottram, M. 1996. Cognitive theory and word processing training: Aging and skilled performance. Mahwah: Lawrence Associates Dickinson, A., Eisma, R., Gregor, P. 2003. Challenging Interfaces / Redesigning Users, Proceedings the Conference on Universal Usability. Canada: Vancouver Pty Ltd.

Duffelmeyer, B.B. 2002. Critical Computer Literacy: Computers in First-Year Composition as Topic and Environment. Computers and Composition. Edmiston, E. and M. McClelland., 2001. A Conversation about Ensuring Computer Literacy of First-Year Students. Journal of Computing in Small Colleges. Fiorini, Barbara M. "Computer Literacy: Teach Yourself". Gurak, L.J., cyberliteracy. 2001. New Haven. CT: Yale University Press. Hirsch, T., Forlizzi, J., Hyder, E., Goetz, J., Stroback, J., Durtz, C. 2000. The ELDer Project: Social, Emotional, & Environmental Factors in the Design of Eldercare Technologies, Proceedings of the Conference on Universal Usability. Kelley, C., Charness, N.1995. Issues in training older adults to use computers. Behaviour and information technology. 14(2):107-120 IEEE, IEEE Code of Ethics. 1990. Institute of Electrical and Electronics Engineers. Karavidas, M, Lim, N. K, & Katsikas, S. L. 2005. The effects of computers on older adults. Computers in Human Behaviour, Vol. 21, 697 – 711. Kegel, RHP., 2019. Towards More Individualized Interfaces: Automating the Assessment of Computer Literacy. BCSS@persuasive.

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D.C.Woolf, L. M. 1998. NRC, 1999. Being Fluent with Information Technology. National Research Council (National Academy Press): Washington, Theoretical Perspectives Relevant to Developmental Psychology. Available at http://www.webster.edu/~woolflm/cognitions.html

Son, J.B., Robb, T., & Charismaidji, I. 2011. Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. CALL-EJ. 12(1), 26- 42.

Tobin, C.D., 1983. Developing Computer Literacy. The Arithmetic Teacher. 30 (6): 22– 23.

Turk, J. and S. Wiley. 1997. Teaching Social and Ethical Issues in the Literacy Course. In Technical Symposium on Computer Science Education. Watkins, Nellouise.1982. National Goals And Strategies For Computer Literacy. 267– 270.

Whitcomb, R. G. 1990. Computer Games for the Elderly, ACM/SIGCAS Conference on Computers and the Quality of Life (CQL '90. Proceedings, NY: ACM Press, 1990, 112 – 115.

Zajicek, M. 2001. Interface Design for Older Adults, Proceedings of the EC/NSF Workshop on Universal Accessibility of Ubiquitous Computing: Providing for the Elderly. Alcacer do Sal. Portugal.

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