This study attempts to establish whether changes in digital literacy, through a period of five years, are age-dependent or the result of experience with technology. The study is based on empirical findings from two independent studies of Eshet-Alkalai & Amichai-Hamburger (2004), which investigated digital literacy skills among different age groups, and of Eshet-Alkalai and Chajut (2009), which investigated changes over time in these digital literacy skills among the same participants five years later. In order to distinguish between the age-related and the experience-related factors, the present study reports on findings from control groups of a similar age and demographic background, which were tested with tasks similar to Eshet-Alkalai & Chajut (2009). Results show two major patterns of change over time: (1) closing the gap between younger and older participants in tasks that emphasize experience and technical control (photo-visual and branching tasks); (2) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking (reproduction and information tasks). Based on the results from the control groups, we suggest that experience with technology, and not age-dependent cognitive development, accounts for the observed life-long changes in digital literacy skills. Results, especially the sharp decrease in information skills, suggest that the ability to find information or use digital environments does not guarantee an educated or smart use of digital environments. (Contains 1 figure.)
vnarvaezfullsail on 14 Jul 14"TECH TALK Dateline: MUNCIE, IND. In a 10-year span from 1989 to 1999, older adults grew less uneasy using personal computers but were still wary of social changes caused by technology, a Ball State University study reports. A survey of 94 people 60 years and older in 1999 found 39.4 percent said they would never learn how to use a personal computer as compared to 66.3 percent in 1989. The study, compiled by Ball State sociology professors Dr. Ione DeOllos and Dr. David Morris, updates a previous report by Morris done in the late 1980s when personal computers were relatively new in the average American home and business. The updated study is expected to be published in the Journal of Educational Technology Systems. "In 1989 the personal computer was not nearly as widespread, less understood and more of a mystery to older adults," DeOllos says. "These people had not grown up with the computer revolution and were less likely to own or use a computer. "The 1999 response suggests ambivalence in attitudes which may simply be predicated by more exposure, contact and experience," she added. When asked if some people can't be taught computer skills, agreement dropped from 62.2 percent in 1989 to 42.4 percent in 1999. "This reflects attitudes toward other people and may simply be indicative of real-life experiences such as community learning programs," DeOllos notes. When it comes to the social significance of computers, however, older adults believe that computer technology is damaging personal relationships. In 1989, 26.6 percent of the respondents agreed that computers isolate people by preventing normal social contact. In 1999, 50.6 percent agreed with the statement. "While computers may facilitate some forms of social contact, it appears that respondents are concerned that close, person-to-person, face-to-face relationships are suffering," DeOllos said. ~~~~~~~~ By Ronald Roach"