Steven D. Harlow
University of Nevada—Reno, Reno, Nevada, USA
This article addresses the needs of older adults learning computer skills
and the place of technology, especially the computer, in enhancing their
lives. A model is discussed that illuminates the process used by older
adults to learn computer skills. The model may be used to analyze and
provide specific aid for common difficulties of the aged. Suggestions
and recommendations are proposed that facilitate the older adult learner’s
use of computers. One of the underlying assumptions for the model
is that the fundamental interests of the learner can be discerned and,
with careful preparation by the teacher, motivation will follow.
內華達大學里諾，里諾，內華達州，美國
這篇文章解決老年人的需要學習電腦技能
和地點的技術，尤其是計算機，提高他們的
生命。討論了一個模型，闡明了過程中使用的舊
成年人學習計算機技能。該模型可以用來分析和
提供具體援助的共同困難的老年人。建議
並提出建議，以促進老成人學習者
使用電腦。其中一個基本假設為模型
是的根本利益，學習者可以看出，並
通過與老師精心準備，動力會隨之而來。
Personhood and its potential are continuously unfolding and technology can become a major source of its realization.
As individuals progress toward autonomy, they choose the goals they want to achieve, and decide what activities and which ways of being have meaning for them and which do not.
Rather than moving blithely through this process, autonomy is typically achieved with caution and some trepidation, often with no confidence at first (Rogers, 1961).
As we age, maintaining control over hard-earned autonomy is constantly challenged by age-related physical, cognitive, and environmental changes.
Today, communicating about one’s needs and maintaining one’s autonomy can be enhanced if older adults learn and use computer skills.
人格和潛力正在不斷展開和技術可以成為其實現的主要來源。
作為個人進步走向自主性，他們選擇他們想要達到的目標，並決定哪些活動，哪些是具有意義的方式為他們並沒有。
而不是將愉快地通過這一進程，實現自治是典型的謹慎和一些驚恐，往往沒有信心在第一屆（羅傑斯，1961）。
隨著年齡的增長，保持控制來之不易的自主權不斷挑戰年齡有關的身體，認知，和環境的變化。
今天，交流有關人的需要和維持一個人的自主權，可以提高老年人如果學習和使用計算機的技能。
According to McConatha (2002), one of the most important factors
determining our place in a social environment is our perception of control. To control their own fate and their own environment as
they age, older adults are learning computer technology at a pace
faster than any other age group (Beisgen & Kraitchman, 2003,
McConatha, 2002). Computer skills and use of the Internet give them
control over one of the primary threats to their physical and psychological
well-being: social isolation. Isolation often results from retirement,
loss of a spouse, children living far away, moving to a
retirement center, or becoming homebound due to age-related
illnesses. Experts recommend that, in designing interventions for
socially isolated older adults, the focus needs to be on ways to
improve communication and increase contact with others
(McConatha, 2002).
據 McConatha（2002年），其中最重要的因素
確定我們的位置在一個社會環境是我們的感知控制。為了控制自己的命運和自己的環境
他們的年齡，老年人正在學習電腦技術的步伐
速度超過任何其他年齡組（Beisgen＆Kraitchman，2003年，
McConatha，2002年）。計算機技能和使用互聯網給他們
控制的主要威脅之一，他們的身體和心理
福利：社會孤立。結果往往由退休的分離，
失去配偶，子女的生活遠，移動到
退休中心，或成為居家由於年齡有關
疾病。專家建議，在制定干預措施
社會孤立的老年人，重點需要就如何
加強溝通，增加與他人接觸
（McConatha，2002年）。
Enter technology and the empowerment of computer skills.
Although older learners can learn computer skills as well as young
students, they learn slower (Tomporowski, 2003). Aging causes
physiological changes that slow the learning process. Sensory changes
also impact ability to learn, yet the motivation of older people to
learn about computers is very strong (Purdie and Boulton-Lewis,
2003). In this article a model of cognitive learning is presented
to identify and describe factors involved in the learning of new
practices—in this case technology.
輸入技術和能力的計算機技能。
雖然年紀較大的學員可以學習電腦技能以及年輕
學生，他們學習更慢（Tomporowski，2003年）。衰老的原因
生理變化緩慢的學習過程。感覺變化
還影響學習能力，但對老年人的動機
學習電腦是非常強（珀迪和博爾頓，劉易斯，
2003年）。在本文的模型，提出了認知學習
確定和描述的因素參與學習的新
做法，在這種情況下的技術。
A growing number of older adults have a title: the vulnerable
elderly. They are at greater risk than younger age groups for
developing age-related health problems. Although they desire independence
in their later years, health problems often force them
to become dependent and homebound. This raises the question of
how to keep older Americans connected to the world around
them.
越來越多的老年人有一個標題：弱勢群體
老人。他們面臨更大的風險比年輕的年齡組
制定與年齡有關的健康問題。雖然他們渴望獨立
在他們的晚年，健康問題往往迫使他們
成為依賴和居家。這就提出的問題
如何使美國老年人連接到世界各地
他們。
A RAPIDLY EXPANDING POPULATION
An estimated 35 million people aged 65 years and older lived in the
U.S. in 2000, and accounted for 13% of the total population (Nahm
& Resnick, 2001). By the year 2020, 20% of Americans are expected
to be over 65 years old. U.S. Census Bureau (2000) population projections
show that there will be 70.3 million older adults age 65 and
older by 2030, or double the number today. By 2050, they are
expected to number 82 million (Wetle, 2002).
人口數量迅速擴大
據估計，3500萬人 65歲及以上住在
美國於 2000年，佔 13％的總人口（納洪姆
＆雷斯尼克，2001）。到2020年，20％的美國人預計
將超過 65歲。美國人口普查局（2000年）人口推算
表明，將有7030.0萬老年人和65歲
老年人到2030年，今天或雙數。到2050年，他們是
預計數 8200萬（Wetle，2002年）。
Older adults are a rapidly growing population. Baby Boomers,
born from the late 1940s to the mid-1960s, are the youngest segment
(Beisgen & Kraitchman, 2003). Another segment, people 65
and older, is also a rapidly growing population (Nahm & Resnick,
2001). The number of people 85 and older is expanding at a rate six times that of the young people in the U.S. (Callen & Wells,
2003).
老年人是一個迅速增長的人口。嬰兒潮，
從 20世紀 40年代末出生在60年代中期，是最年輕的部分
（Beisgen＆Kraitchman，2003年）。另一部分，65人
和老，也是一個迅速增長的人口（納洪姆＆雷斯尼克，
2001年）。有多少人是85歲以上的速度擴大 6倍，在美國青少年（卡朗＆韋爾斯，
2003年）。
People are living longer. Those 85 and older, the fastest growing
segment in the older population (Callen & Wells, 2003), are most
at risk for disease and disability. Yet their numbers are currently rising
faster than the elderly population as a whole, thus illustrating
their increased longevity. There are 4 million people age 85 and older
in the U.S.; by 2030 that number is expected to double. By 2050, it is
projected that the number of people age 85 and older could soar to at
least 19 million, and might even be as high as 27 million or more
(Wetle, 2002). People in the U.S. over 100 years old numbered about
68,000 in 2000, with projections that by 2050 they will number over 1
million (Beisgen & Kraitchman, 2003).
人們活得更長。這些 85歲以上，增長最快
部分老年人口（卡朗＆韋爾斯，2003年），是最
在危險的疾病和殘疾。然而，他們的人數正在不斷上升
高於老年人口作為一個整體，從而說明
他們的壽命延長。有400萬 85歲以上的人
在美國，2030年這一數字將翻一番。到2050年，它是
預計有多少人85歲以上可以翱翔於
至少有19萬，甚至可能高達 2700萬美元以上
（Wetle，2002年）。人在美國超過 100歲人數約
68000於 2000年，他們的預測，到2050年將超過 1號碼
萬美元（Beisgen＆Kraitchman，2003年）。
There are marked differences in older adults over age 65 as a group
compared to those under 65. Each group has its own characteristics.
The younger group is healthier, very focused on slowing the aging
process, and is characterized by an independent spirit that is a product
of the greatest era of social change ever experienced in the
U.S. (Kressley & Huebschmann, 2002). The older age group is moving
into, or has already arrived at, the life phase of having predictable
age-related health problems, is immersed in the aging process, and is
a product of economic hard times and the challenges of world wars
(Beisgen & Kraitchman, 2003). Older Americans are typically selfsufficient
and self-reliant as a result of their life experiences and the
history of their times. When problems arise, they initiate searches
for information or answers; for example, online searches for health
information.
有顯著差異，65歲以上的老年人作為一個群體
相對於那些65歲以下。每個小組都有自己的特點。
年輕組是健康的，非常注重延緩衰老
過程中，其特點是一個獨立的精神，是一種產品
最偉大的社會變革時代經歷過的
美國（克雷斯利及Huebschmann，2002年）。年長的年齡組正
進入，或已經抵達，生命階段有明確的
與年齡有關的健康問題，是沉浸在老化過程，並
一個產品的經濟困難時期和挑戰的世界戰爭
（Beisgen＆Kraitchman，2003年）。美國老年人通常selfsufficient
和自力更生，結果他們的生活經驗和
歷史的時代。當問題出現時，便開始搜索
信息或答案，例如，網上搜尋健康
信息。
AGEISM
Despite the interest of many older adults in learning computer skills,
there is a subtle belief in American society that old people are unable
to do much. This type of prejudiced thinking is ageism and includes
assumptions about ailments or frailty caused by age (Palmore, 2001,
Cohen, 2001, Levy, 2001). Ageism is a systematic stereotyping and
pervasive negative view of older persons (Palmore, 2001). Ageism
emphasizes the failing of physical and mental capabilities among
the old. It calls attention to the potential limitations of the elderly
while ignoring the positive potential that comes with experience
and further learning. What is particularly insidious is that the negative
sloping of human potential represented by ageism may well form
the image that the elderly themselves internalize. If ageism is the lens by which society views the elderly and, in turn, the elderly view themselves,
then life opportunity becomes significantly reduced. Moreover,
a great deal of human potential is never realized.
年齡歧視
儘管許多老年人的興趣在學習電腦技能，
有一個微妙的信念在美國社會，老人們無法
做太多。這種類型的思維是年齡歧視和偏見，包括
假設有關的疾病或虛弱造成的年齡（帕莫爾，2001年，
科恩，2001年，利維，2001年）。年齡歧視是一個系統的定型和
普遍的負面看法的老年人（帕莫爾，2001年）。年齡歧視
強調失敗的身體和心理能力之間
舊的。它呼籲注意潛在的局限性老人
而忽略了積極的潛力，帶有經驗
並進一步學習。什麼是特別陰險的是，負
坡人的潛力為代表的年齡歧視可能形式
老人的形象本身內部。如果鏡頭的年齡歧視是社會的意見，其中的老人，並在轉，老人認為自己，
然後生活機會變得顯著減少。此外，
一個人的潛力很大，是永遠不會實現。
For example, Rowe (1995) has written of the care given to some
older adults in England, and has noted that not infrequently a pattern
of care can be observed that promotes an image of the passive,
infirmed older adult. Called the ‘‘old dears,’’ the older adults are
cared for by staff who create a proper public image for them by doing
the following.
例如，羅（1995年）也寫了一些照顧給予
老年人在英國，並指出，並非罕見的格局
可以觀察護理，促進圖像中的被動，
病患年紀較大的成年人。所謂的''老鹿，老成人''
由工作人員照顧，誰創造一個適當的公眾形象為他們做
以下。
The staff know that the old dears have lost interest in everything and
do not need to be entertained . . . they (the old dears) sit in chairs set in
schoolroom rows with the television in front. The function of the television
is to suggest to visitors that the old dears are getting the stimulation
that misguided geriatricians and psychologists say they
need . . . foolish people who say that old people in their chairs should
be arranged in groups so they can talk to one another, or at least see
one another. Staff know that the old dears don’t need this. After all, if
you can’t see or hear properly, can’t enunciate clearly, and have trouble
remembering, you’re not much of a conversationalist (Rowe, 1995,
p. 74).
工作人員都知道，老鹿，一切都失去了興趣和
不需要不受理。 。 。他們（老鹿）坐在椅子載
教室行與電視在前面。該功能的電視
是建議遊客，舊逗人越來越刺激
這些誤導老年醫學和心理學家說，他們
需要。 。 。愚蠢的人說，老人們誰在他們的椅子應
被安排在群體，使他們能夠相互交談，或至少見
彼此。員工知道，老鹿不需要這個。畢竟，如果
你不能看到或聽到正確，不能闡述清楚，並有麻煩
記住，你不是一個健談的大部分（羅，1995年，
山口74）。
When hospitalized or admitted to care centers, older adults are
often plagued with questions such as, Where am I? What will happen
to me? It is no surprise, then, that older adults have high mortality
rates. Half of postmenopausal women with fractured hips die from
complications of blood clots, pneumonia, and infections within
twelve months of the accident; older men have a high rate of death
from suicide (Rowe, 1995). The expectations that society has of older
adults greatly affects personhood and the type of life available to
them. Having reached a certain age does not constitute a plateau that
then descends; if seen correctly, achieving a certain age allows a continual
process of problem solving and discovery of knowledge derived
from living.
當住院或入住護理中心，老年人是
常常困擾著一些問題，如，我在哪裡？會發生什麼
我呢？毫不奇怪，那麼，老年人有較高的死亡率
率。絕經後的婦女有一半死於與臀部骨折
並發症血液凝塊，肺炎和感染內
12個月的事故;老年男性有較高的死亡率
從自殺（羅，1995年）。是社會的期望老年人
成年人極大地影響人格和生命的類型可
他們。在到達一定年齡，並不構成高原
然後下降;如果看到正確，達到一定的年齡可以持續不斷
解決問題的過程和發現知識的產生
從生活。
Ageism is, then, discrimination against old people. Purdie and
Boulton-Lewis (2003) caution that ageism is a dominant view of
the elderly that undercuts the potential vitality and activity of the
older adult learner. At any age we are not totally independent. We
rely more than we realize on friends, the community, social and
environmental arrangements (helpers), and professionals. Few of us
cut our hair or make our own clothes. We rely on others. In fact,
we often think of the availability of these people as options. Independence is a matter of degree, but a realistic assessment of the
barriers presented as life choices can actually enhance independence.
年齡歧視，那麼，歧視老人。珀迪和
博爾頓劉易斯（2003）提出警告，認為年齡歧視是主要的
老人可削弱潛在的生命力及活動
年齡較大的成人學習者。在任何時代，我們不能完全獨立。我們
更多地依賴於朋友比我們意識到，社區，社會及
環境安排（傭工），和專業人士。我們幾個
削減我們的頭髮，或使自己的衣服。我們依靠別人。事實上，
我們經常想到的可用性，這些人民的選擇。獨立性是一個問題的程度，但一個現實的評估
障礙表現為生活選擇其實可以加強獨立性。
For example, an 86-year-old woman independently made her own
doctor’s appointments, and also scheduled transportation to her
appointments using a free, city-sponsored ride service for frail
seniors. Unfortunately, she was left at the doctor’s office for five
hours one day due to miscommunication between drivers. She experienced
severe hip pain during the five-hour ordeal because she was unable
to lie down, as was her custom throughout the day. Her daughter
intervened and agreed to take her mother to future appointments
with the doctor so there would be no waiting and no pain. The two
also agreed to eat at a restaurant after the appointments. This
allowed the older woman to enjoy the addition of more social time
with her daughter. Her independent decision to schedule a doctor’s
appointment was preserved and balanced by her willingness to be
dependent on her daughter for transportation.
例如，一個 86歲的女子讓她自己獨立
醫生的約會，她還將運輸
使用免費預約，市主辦的預約服務為體弱
老人。不幸的是，她留在了醫生的辦公室 5
時間一天，由於司機之間的溝通不暢。她經歷
嚴重的髖關節疼痛，在5個小時的折磨，因為她無法
躺下，因為是她自一整天。她的女兒
干預，並同意把她的母親以後的任命
與醫生，以便就沒有等待，沒有痛苦。這兩個
還同意在一家餐館吃飯後任命。這
讓老年婦女除了享受更多的社會時間
與她的女兒。她的獨立決定，安排醫生
任命是保存和平衡的，她願意將
依賴於她的女兒運輸。
Rowe has noted that as age creeps in, control over one’s life may
well decrease (1995). Accordingly, independence and dependence are
not absolute conditions. Independence increases as accommodations
and resources are introduced into the capacity of older adults to handle
their circumstances. Computer technology brings with it a broad
set of resources that can provide older adults with new ways of
addressing life problems.
羅指出，隨著年齡的爬行中，控制一個人的生命可能
以及減少（1995年）。因此，獨立性和依賴性
不是絕對條件。作為獨立加住宿
和資源引入到老年人的能力，以處理
他們的情況。計算機技術帶來了一個廣闊
集資源，可以提供老年人的新途徑
解決生活問題。
A woman in her 80s, who was homebound and in a wheelchair,
used an e-mail device to communicate with family and friends. She
found out that she could order from a large grocery chain using
e-mail and, for an additional five dollars, the groceries would be
delivered to her door. She lived in a senior residence where three
meals were served daily, but her diet restrictions often limited her
ability to eat the food that was served. By shopping for items on
her diet and having them brought to where she lived, she could keep
appropriate foods in an apartment-size refrigerator and cook using a
microwave oven. She often took her own food to the dining room at
meal times, and was able to eat and enjoy the company of her tablemates.
一個女人在她80年代，誰是居家和輪椅，
使用電子郵件進行通訊與家人和朋友。她
發現她可以為了一個大型百貨連鎖店從使用
電子郵件，並為另外5美元，將雜貨
送到了她的門。她住在一個高級住宅在3
每日膳食服務，但她的飲食限制，往往限制她
能夠吃的食物送達。通過購物的物品
她的飲食和有他們帶到她住的地方，她可以保持
適當的食物公寓大小冰箱及烹調使用
微波爐。她經常把自己的食物，在餐廳
用餐時間，並能夠享受吃，她tablemates公司。
In the past, much of the gerontology literature adopted a ‘‘loss’’
view of aging rather than a ‘gains’ view (Purdie & Boulton-Lewis,
2003). However, the notion that older persons lose their place in
society is being replaced by the view that all individuals, regardless
of age, can maintain active lifestyles and can contribute meaningfully
to their families and society.
在過去，大部分的老年學文學的損失採取了'' ''
鑑於老齡化，而不是一個'收益'視圖（珀迪及博爾頓，劉易斯，
2003年）。然而，老年人的觀念在失去自己的位置
社會正在取代認為，所有個人，無論
年齡，能保持積極的生活方式，能夠作出有意義的貢獻
他們的家庭和社會。
The World Health Organization’s guideline recently described
health in old age as ‘‘a state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity’’ (Beisgen &
Kraitchman, 2003, p. 163). Central to healthy aging is the capacity to
regulate behaviors that derive contentment from life. Aging is now
seen as an essential and natural part of the cycle of life—a period
in which people continue to learn and also pass on knowledge to
others. Active older adults are the norm (Tomporowski, 2003).
世界衛生組織的指引，最近描述
健康老人為 ''一個國家完全的身體，精神和社會福祉，而不僅僅指沒有疾病或虛弱 ''（Beisgen＆
Kraitchman，2003年，第163）。中央健康老齡化的能力
規範行為，從生活中得到滿足。老齡化是現在
看作是一個必要和自然循環的一部分，生命的一期
在人們繼續學習，並傳授知識
其他人。老年人是主動規範（Tomporowski，2003年）。
People in Western cultures have begun to realize that the culture
itself serves to limit older adults’ potential for learning. Rather than
seclude older adults from opportunities to learn, it is important that
they continue to be active, to persist in maintaining their ability to
acquire new knowledge, and to manage their own goals for learning.
The result is positive emotions (Tomporowski, 2003). Assumptions
that were central to the early twentieth-century labor force (such
as the necessity for mandatory retirement) and the limits of older
adults’ abilities, skills, and performance, are being challenged. While
the idea of the vulnerable older adult is still accurate, the pendulum
is swinging toward an optimistic view of old age (Tomporowski,
2003), and a growing number of older adults are optimistic about
computers.
人們在西方文化已經開始認識到文化
本身就是限制老年人的潛能學習。而不是
隔離老年人從學習的機會，重要的是，
他們繼續積極，堅持維護他們的能力
學習新知識，管理自己的學習目標。
其結果是積極的情緒（Tomporowski，2003年）。假設
這是中央對二十世紀早期的勞動力（如
作為強制性退休的必要性）和限制老年人
成年人的能力，技能和表現，都受到了挑戰。而
對弱勢群體的思想仍然是老成人準確，鐘擺
是擺走向樂觀看法，老年（Tomporowski，
2003年），以及越來越多的老年人是樂觀
計算機。
THE e-QUALITY THEORY OF AGING
McConatha (2002) has proposed a theory of e-Quality for older
adults. It is based on the premise that access to Internet-based technological
advances can enhance the condition of older adults in contemporary
society. It posits that as older adults use the electronic
environment of the Internet, they benefit themselves (McConatha,
2002). One older adult joyfully commented, ‘‘I installed the computer
myself . . .Wow. . . You won’t believe that, but all the plugs are colorcoded
and I followed the directions . . . I can communicate with
others . . . it (the computer) gives me a purpose in life and it makes
me feel not so alone myself . . . it keeps my mind active and
challenged . . . I wonder if I would feel that way if I didn’t have a computer’’
(Clark, 2002, p. 120). Hardware and software are important;
but more important is the way that older adults learn to use computers
so they can be successful when seeking the information they need.
的e -素質論時效
McConatha（2002）提出了一個理論，電子質量為老年人
成年人。它是基於一個前提，獲得基於互聯網的技術
進步的條件可以提高老年人在當代
社會。它假定，由於老年人使用的電子
環境的互聯網，他們自己的利益（McConatha，
2002年）。一位年紀較大的成人高興地評論說，''我安裝了電腦
我自己。 。 。哇。 。 。你不會相信，但所有的插頭都colorcoded
我遵循的方向。 。 。我可以溝通
其他人。 。 。它（電腦）給了我生活的目的，它使
我覺得自己不那麼孤獨。 。 。它讓我的心靈和積極的
挑戰。 。 。我不知道我會覺得他的方式，如果我沒有電腦 ''
（克拉克，2002年，第120頁）。硬件和軟件是重要的;
但更重要的是老年人的方式，學習使用電腦
這樣他們就可以成功在尋求他們需要的信息。
How do older adult learners best learn to use a computer? It is a
process of cognitive change that begins with their own art and culture,
includes the efforts of the person teaching computer technology,
and ends with the ability to e-mail, word process, and surf the Internet.
A model of this process shows why the learning needs of older
adults require a unique approach (See Figure 1).
年齡較大的成人學習者如何最好學會使用電腦嗎？這是一個
認知過程的變化，開始用自己的藝術和文化，
包括人的努力教學計算機技術，
並有能力結束電子郵件，文字處理和上網衝浪。
示範這個過程說明了為什麼老年人的學習需要
成年人需要一種獨特的方法（見圖 1）。
THE ROLE OF ART, CULTURE AND TECHNOLOGY
Contributions from art, culture, and technology guarantee the transfer
of what an individual needs to function in society. How do these
three factors influence older adults?
的作用，藝術，文化和科技
從藝術的貢獻，文化和技術保障的轉移
什麼是個人需要在社會中發揮作用。如何將這些
三個因素影響老年人？
Art
There is always the odd mixture of the way things used to be with the
surrounding culture. It has been found that when older learners have
ways of accessing events and issues, they are eager to integrate the
new with their perspectives (Wright, 2000).
藝術
總是有奇怪的方式混合使用的東西要與
周圍的文化。人們已經發現，當年紀較大的學習者
訪問方式的事件和問題，他們渴望整合
用自己的新觀點（賴特，2000）。
Dewey (1980) reminds us that art is a form generated as we interact
and reflect upon life experiences. Dewey describes the human creative
form this way:
杜威（1980）提醒我們，藝術是一種互動的形式產生，因為我們
生活經驗和反思。杜威描述了人類創造
這樣的形式：
In an experience, things and events belonging to the world, physical
and social, are transformed through the human context they enter,
while the live creature is changed and developed through its intercourse
with things previous external to it (p. 246).
在一個經驗，事物和事件，屬於世界，物理
和社會，是通過人的改造方面，他們進入，
而活的生物變化和發展，是通過性交
與以前的外部給它的東西（第246頁）。
Accordingly, art is transformative through the force of the person.
Now elements and events become integrated into a growing personhood.
To Dewey, education is equivalent to growth in personhood. As Noddings (1995) noted, Dewey insisted that experience is educative
only if it produces growth—if, that is, students leave the experience
more capable or interested in engaging in new experience.
因此，藝術是通過變革力量的人。
現在的元素和事件成為一個日益融入人格。
杜威，教育是相當於增長人格。正如諾丁斯（1995）指出，杜威的教育經驗是堅持
只有當它生產的增長，如果是，學生離開的經驗
較有能力或有興趣從事新的經驗。
Beisgen and Kraitchman state, ‘‘Art is a bridge across generations.
Sharing one another’s arts, stories, song, dance, and music is a way to
connect the generations within families and communities’’ (2003,
p. 107). Every person is a repository of memory and story. The
elderly, as is true of all, need a medium to express their stories and
connect with other generations. Word processing, chat rooms, and
e-mails provide the perfect vehicle for older adults who want to
express a greeting, a story, their history, or an opinion.
Beisgen和Kraitchman狀態，''藝術是一橋跨代。
分享彼此的藝術，故事，歌曲，舞蹈和音樂的一種方式
連接在家庭和社區世代''（2003年，
山口107）。每個人是一個倉庫內存和故事。該
老年人，是真正的一切，都需要一個媒介來表達他們的故事和
可以與其他世代。文字處理，聊天室，
電子郵件提供完美的車輛老年人誰想要
表達問候，一個故事，他們的歷史，或觀點。
Culture
With the infusion of information technology and the World Wide
Web, older Americans are no longer bound by the four walls of where
they live. They have instant access to unlimited Web sites. Yet, for
many older adults, theirs is a culture of social isolation because—
among other reasons—they do not have computers skills or the ability
to access the Internet (Fioto, 2002; White et al., 1999; Wright,
2000).
Social isolation may well occur as we grow older. Loss of a spouse,
retirement from work, or moving to a retirement home, are common
events for older adults. They may strain the emotional resources of the
individuals and restrict the expression of their potential. The opposite
of social isolation is connection which can be achieved by the introduction
and use of computer technology. Older adults can move from
a culture of social isolation to a culture of communication.
文化
隨著信息技術的注入和世界
網站，美國老年人不再受制於四面牆在哪裡
他們居住。他們即時訪問無限制的網站。然而，對於
許多老年人，他們是一種文化的社會隔離，因為，
除其他原因，他們沒有電腦技能或能力
訪問因特網（Fioto，2002年;白等。，1999;賴特，
2000年）。
社會隔離可能發生，因為我們年齡的增長。喪失配偶，
退休的工作，或移動到一個退休在家，是常見的
活動的老年人。他們可能資源緊張的情緒
個人和限制表達他們的潛力。相反的
社會隔離，這種現象可以通過引進
並利用計算機技術。老年人可以從
一種文化的社會隔離，以一種文化的溝通。
Technology
Many older adults are not of the computer generation. If they are
without computer skills, they typically begin with a basic computer
course. Basic courses often teach word processing, accessing the
Internet, and sending=receiving e-mail. The content they are taught
needs to be age-appropriate for their learning level. The older adult’s
learning level needs to be a priority.
Learning, according to Harlow and Cummings (2003), has three
levels: a) survival learning for just getting by; b) adjustment learning,
which is forced learning and not owned; and c) discovery learning, or
intrinsic learning, which is owned. During survival level learning,
whether old or not, learners experience learning tasks as being
beyond their grasp. Some things make sense; others do not. But asa whole, the process seems alien to the learners. The overall process
does not seem to click. At this level, doubts occur and learners need
support and aid. Direct instruction and practice, along with emotional
support, are instructional ways of helping learners advance beyond
the survival level.
With developing confidence and certain skills, learners enter the
adjustment level. Here, the person is directed by outside instructions
and tutors, but does not rely on their own sense of mastery and control.
They do not yet own the learning process. There are things to be
done, areas to be learned, but the authority for experimental and
further learning is not the learners. The learners are preoccupied with
the ‘‘right way’’ of proceeding, and take their cues from outside
authorities.
Discovery learning occurs when skill development and comfort
with new learning results in a sense of mastery. The computer and
its possibilities are experienced as a part of personhood. It is at the
discovery level that learners begin to own the learning process. The
computer becomes a way to solve problems and experiment. This
third level, discovery learning that is owned, is typically observed
among adult learners.
It is important for older adult learners and their computer teachers
to be aware of the learners’ learning levels. The nature of
learning approaches and the methods of overcoming barriers will
be different, depending on the level of comfort among older learners
and their ownership of their learning. As older learners experience
needs and interests that learning will satisfy, they become
motivated to learn. Typically, their orientation to learning is lifecentered,
and experience is the richest source for adult learning.
There is a ‘‘deep need to be self-directed, and individual differences
among people increase with age’’ (Beisgen & Kraitchman, 2003,
p. 72). In an effort to meet the need to remain in touch with family
or to control their own finances, older learners may want to learn
about technology and how to use e-mail and the Internet. Such
skills can give them the ability to e-mail grandchildren or check
investments online.
Sometimes called the Digital Divide, there is a socioeconomic and
demographic division between those who use computers and those
who don’t (Morrell, Mayhorn, & Bennett, 2002). While America
today is technology driven, the elderly are underrepresented: 8% of
seniors aged 65 and older have Internet access, compared to 40%
of the under-65 population. Many older adult learners want to learn
technology skills, and do not want to be excluded from computer
training (Beisgen & Kraitchman, 2003).
技術
很多老年人是不是計算機生成。如果他們
沒有電腦技能，他們通常首先一個基本的計算機
課程。基礎課往往教文字處理，訪問
互聯網，發送 =接收電子郵件。他們被教導的內容
需要年齡適合自己的學習水平。年長的成人
學習水平必須是一個優先事項。
學習，根據哈洛和肯明斯（2003年），有三個
層次：1）生存的學習過關;二）調整學習，
這是被迫學習，而不是擁有;和c）的發現學習，或
內在的學習，這是擁有。在生存層次的學習，
不論老與不老，學習任務，學習者的經驗被
他們無法把握。有些事情有意義，有些則沒有。但阿薩整體而言，這個過程似乎格格不入的學習者。整個過程
似乎沒有點擊。在這個級別，懷疑發生和學習者的需要
支持和援助。直接指導和練習，以及情緒
支持，是教學方式幫助學員提前超越
生存的水平。
隨著發展的信心和一定的技能，學習者進入
調整的水平。在這裡，人是針對外界的指示
和導師，但並不依賴於自己掌握和控制感。
他們還沒有自己的學習過程。有些事情是
這樣做，需要學習的領域，但用於試驗和權威
進一步學習不是學習者。專注的學習者
正確的方法'' ''的程序，並採取他們從外部線索
當局。
當發現學習技能發展和舒適
新的學習成果在一定意義上的掌握。電腦及
其可能性是經驗的一部分的人格。它是在
發現學生的水平，開始自己的學習過程。該
計算機將成為一個解決問題的方法和實驗。這
第三個層次，即擁有的發現學習，是典型的觀察
成年學習者。
重要的是，年齡較大的成人學習者和他們的電腦科教師
需要注意的是學習者的學習水平。的性質
學習方法和工作方法，克服障礙，將
有所不同，根據級別的舒適度老年學習者
他們擁有自己的學習。由於老年人學習經驗
需要和利益，學習會滿足，他們成為
主動地學習。通常情況下，他們學習的方向是lifecentered，
和經驗是最豐富的成人學習。
有''深需要自我指導和個別差異
隨著年齡的增加人與人之間的''（Beisgen＆Kraitchman，2003年，
山口72）。為了滿足需要與家人保持聯繫
或控制自己的財務狀況，年齡較大的學員可能要學習
對技術和如何使用電子郵件和互聯網。這樣
技能，可以讓他們的能力，電子郵件孫子或支票
投資在線。
有時被稱為數字鴻溝，有一個社會經濟和
人口之間的分工和那些誰使用電腦
誰不（莫雷爾，Mayhorn和貝內特，2002年）。雖然美國
今天是技術驅動，老人人數不足：8％
65歲以上的老年人有Internet接入，而40％
對不足65歲的人口。許多老一輩的成人學習者要學習
技術技能，並且不希望被排除在電腦
培訓（Beisgen＆Kraitchman，2003年）。
