ࡱ> ` `bjbj .X%:::8:;2;;"<<<<<< $h#~.A<<AA.<<CHHHA<<HAHH<; 5Oj:BdNDY0NED<=H>?<<<..HX<<<AAAA$6:: Community Based Approach to Reducing the Barriers to the Acceptance of New Technologies by Older Adults Focus Group Summary Report Prepared by Johanne Mattie ճԹ51 Research and Development Group March 2, 2006 Focus group demographics: SiteDateRural/ urbanNo. of participantsAverage ageMaleFemalePenticton BCFeb 2, 2006Rural4468.5Vancouver BCJan 26, 2006Urban3472.0Saskatoon SKFeb 3, 2006Urban6378.3Biggar SKFeb 1, 2006Rural4572.7Kitchener ONJan 31, 2006Urban3772.0London ONFeb 1, 2006Urban1769.8Fredricton NBJan 27, 2006Urban4368.8Inkerman NBFeb 8, 2006rural3570.5 Total number  N=66 28 38 SUMMARY The overall objective of the focus groups was to explore some of the issues related to the adoption of new technologies by older adults in order to better understand how to develop a program that will help older adults become more conversant with newer technologies. As a means of addressing this general topic, other objectives included identification of: challenges to independence technologies that help maintain independence preferred means for hearing about new technologies preferred means for learning new technologies The most commonly discussed threats to independence were health, lack of mobility, financial issues, losing the ability to drive/ transportation and lack of memory/ dementia. Some of the technologies that were identified as having the most positive impact on participants lives included the computer, phone, TV, VCR/ DVD, kitchen aids, home alarm, blood pressure monitor, and hearing aids. In general, most participants felt they were well informed about new technologies. It was noted however, that even though most participants were well-informed, they did not all necessarily use a lot of the new technologies. Many stated that children and grandchildren help keep them up to date. The main reasons why participants started using new technologies were necessity, family or a doctor telling them to, convenience, feeling of security, and/ or enjoyment. Most often the technologies were recommended by their adult children, friends, and/or salespeople. The main reasons sited for these technologies being helpful were because they improved communication, made tasks easier, and/ or provided entertainment. Some of the most commonly discussed barriers that prevented participants from using new technologies included cost, not understanding the need for the technology, and finding the technology too complicated. Difficulties understanding how to use the technologies, and getting support were also sited as barriers to using new technologies. Many participants discussed the challenges of keeping up with technologies that become out of date so quickly. Some of the issues around learning about new technologies included written instructions being difficult to read and understand, and challenges getting assistance from help lines and web sites. The main things participants want to learn about new technologies include the need /benefits of the technology, costs and functionality. Participants were very enthusiastic about a peer to peer mentoring program for seniors. Suggestions for the program included one on one (or small group) interactive sessions that progress at a slow pace, use a lot of repetition, and use simple, straight forward language. Participants felt the teachers/ mentors should preferably be seniors who are patient and well informed about technology. It was also suggested that there should be ongoing, easy to access support, and simple, step-by-step written instructions that participants could take home. KEY FOCUS GROUP RESULTS A more detailed breakdown of answers to the focus group questions is presented below. Results represent key concepts that were brought up at multiple sessions, or original ideas that were thought to be important. The script used for the focus groups is attached in Appendix 1. I. independence The most commonly identified threats to independence were: health/ illness lack of mobility financial issues losing the ability to drive/ transportation lack of memory/ dementia Other threats included: affordable housing/ retirement homes trying to stay independent without depending on others security/crime hearing/ vision loss weather/ ice loss of partner (companionship. additional income) becoming scared of trying things other peoples attitudes towards ones independence Some of the day-to-day activities that are becoming more challenging for participants as they age include: homemaking : cooking, cleaning, opening bottles, handling big pots getting around : using stairs, walking, going to the store, opening doors, driving (at night, long distances, navigating), reaching letter boxes, lifting and carrying (including with a cane) outside chores: cutting the lawn, garden work, Christmas lights, chopping and splitting wood personal care : bathing miscellaneous: paying bills, making phone calls, reading labels and price tags, recreation, sport, hobbies II CURRENT technology usage A total of two participants were Veterans Affairs clients; one received a small amount of assistive funding. Some of the technologies and strategies participants use to keep themselves independent include: Aids for daily living: dressing aids reachers walking poles for walking. kitchen aids (jar openers, peelers with wider handles) talking clock water heater monitor for bath tilt up chairs and beds Home medical products glucose monitors blood pressure monitors pacemakers heart monitors defibrillator standardized oxygen technology CPAP machine Home automation and security home security system automated light switches (touch, sound or motion activated) video surveillance. smoke detectors garage door openers timers Information and Communication Technology phone (large button phones, speakerphone, autodial) phone services (voicemail, Caller ID, * 67 blocking, call display) cell phone hearing aides (digital) TV, VCR, DVD PDA GPS personal computers (for email, photos, games for mental stimulation/ entertainment, paying bills, chatting w friends (Skype or Messenger), enlarged text, voice recognition) Vehicles car (including service alarms) tractor mower snow blower ATV to carry firewood from forest Miscellaneous: wood splitter microwave calendar debit cards power tools Services / Activities On Star driving skills courses courtesy cars bus tours staying active in the community planning time/activities carefully Of these technologies, the ones noted as having the most positive impact on participants lives included: the computer, phone, TV, VCR, DVD, microwave, power tools, home alarm, jar aids, car, public transport, blood pressure monitor, GPS, hearing aids, and touch lamps. The main reasons sited for these technologies being helpful were because they: improved communication made tasks easier provided entertainment. The main reasons why participants started using these technologies were: necessity adult children/ relatives/ spouse/ doctor told them to convenience feeling of security enjoyment comfort advertising Technologies that participants thought might be useful but turned out not to be so good, or technologies they own but dont use include: Appliances: bread maker, food processor, electric frying pan, juicer, electric can opener, digital appliances, slow cooker, dishwasher, microwave oven, vacuum cleaner Devices for hobbies/ entertainment: digital camera, VCR/ DVD (programming), stationary bike, treadmill Information and communication technologies: cell phones, wireless headset, Webcam, scanner, PDA (display and keys too small), home phone features/ and services (autodials, call waiting, caller ID on outbound calls) Home medical devices / assistive technologies: footbath/massager, vibrating chair pad, blood pressure monitor, glucose meter (strips were expensive so didnt use as much as they should), walker Other: air-conditioning fan, CO detector (didnt work well), home security system (too complicated, hard to use), obscure/ small controls on cars The main reasons for not using these products were: cost product is too complicated to use and/or program (eg. cell phones with too many features, talking clock programming too difficult, programming autodials) product is physically too hard to use (eg. buttons / screen to small) directions too hard to understand/ read problems with compatibility finger pointing can be an issue (eg. software vs hardware issues) people underestimate their own abilities, overestimate ability of the product can be more trouble to set up and organize than its worth The main ways participants heard about new technologies included: word of mouth (children, friends/ family, support groups) media (TV, radio, print material (newspaper, newsletters, flyers), internet health care professionals health/medical supplies stores, product/ assistive technology fairs receiving technologies as gifts libraries, community centres Most often the technologies they currently used were recommended by: adult children friends salespeople The strategies participants used to learn and troubleshoot new technologies included: getting help from other people: children, grandchildren, friends, salespeople, 1-800 numbers self help: internet, books for dummies, written instructions attending a computer learning program for elders Some of the issues around learning included: written instructions are often written in small fonts, contain too much writing, and are hard to follow. human instruction: a simply documented written reference is needed for when the helper is no longer there 1-800 help lines and help sites were generally found to be not very useful and most participants did not like to use them. help sites on the internet are often difficult to get through (eg. government sites) adopting new technologies In general, most participants felt they were well informed about new technologies. It was also stated that even though they were informed, they did not necessarily use the technologies. Others stated that they only kept informed about the technologies they needed. Many stated that children and grandchildren help keep them up to date. Some of the most commonly discussed barriers preventing participants from using new technologies included: cost technology is too complicated instructions are difficult to understand hard to keep up (things go out of date quickly, upgrading required too often, hard to know when to jump in, expectation that new device is needed, perceived need to learn more and more) product is too hard to use physically (eg. small displays, small keys, small print on labels, etc.) education/ learning (technology background is not there, brain is full, literacy levels inadequate) Other barriers included: no need for device difficulty understanding services (eg pay as you go service for cell phone) fear of identity theft / privacy issues (eg. telephone banking, online banking), technology magazines expensive assumption that everyone can access internet for product info pace of learning is often too fast age/ lifestyle psycho-social issues (fear of looking uninformed, fear of doing things wrong with device, not wanting to learn, not wanting to change) concerns about marketing scams / shops mis-representing products / attitudes of sales staff challenges with phone prompting menus Some of the technologies that participants would like to try out include: digital cameras kitchen gadgets/ appliances/ convection oven On Star digital hearing aids iPod easy to use tape recorder for shopping lists, etc.(for vision problems) cell phone power controllers for blinds and windows GPS Technologies that participants felt would be important for frail seniors (or for themselves as they age) were: Aids for daily living: sock puller, reacher, grab bars, walk-in bathtub, shower, lift, magnetic induction stove, exercise equipment Home medical products: medicine dispensers, pill packs Home automation and security: auto lights switches, touch lamps, voice activated lights, telehealth/ remote monitoring, GPS, pendant alarm Information and Communication Technology: iPod, flat screen TV, viewing photos on the TV, large button / universal remote, talking PDA, satellite phones, hearing aid loops Services / Activities: home services: cleaning, taxes, at home deliveries, personal secretary, in home medical interventions Mobility Aids: Segway, walkers, wheelchairs, scooters PROJECT program delivery The main things participants wanted to learn about new technologies included: need /benefits cost ( both up front and operating costs) functionality how difficult it is too learn. Other things they wanted to learn about included: support / service available (is a real person available?) product reliability/ life expectancy /warranties being able to speak with people (especially older adults) who use it In terms of acquiring information about technology, peer to peer mentoring with seniors was preferred. Other mechanisms of learning included teaming seniors with youth learning from medical personnel homecare workers being trained to provide support printed material DVD or CD experimentation a seniors store where they could see equipment, talk to people, and receive service Suggestions on how the program could be designed included: Program delivery: repetition slow pace, dictated by group/ person demonstrations and hands on experimentation (ie. interactive) simple, straight forward language non-threatening environment include humour include Power Point presentations and visual info one on one tutoring, or small group male/ female mix is not important Teachers/ mentors: must be a real person preferably seniors (young people speak too fast, use a different language) informed instructors who really know assistive technology must be patient Support: ongoing, easy to access support call centre or central location for help (including support on nights and weekends) step by step, easy to follow take home written instructions in large font Other suggestions: program should be well advertised people with limited mobility should not be denied access to program home visits would be helpful (by students?) a TV show or video would be beneficial for those who cant leave home it would be useful to start with an introductory course on technologies in general, then teach specific classes on the individual technologies important that general technology class explains the benefits and need for the technology classes could be categorized: eg. household technology, medical technology, transport, hobbies/ entertainment Participants agreed that local Computer Access Program (CAP) sites were suitable locations for the program. Other suggestions for location included: space should be large enough, comfortable, and warm accessible by public transport accessible for people with disabilities course should be brought to the participants- many people cant travel long distances timed to not overlap with rush hour Seniors Centres and Wellness Centres would be other possible locations Almost all participants were interested in participating in this program. Some suggested that this type of program would keep their brains active. All of the participants agreed to have their contact information kept on file to be contacted when we are ready to pilot this program. APPENDIX 1 Community Based Approach to Reducing the Barriers to the Acceptance of New Technologies by Older Adults Focus Group Questions and Moderator Script RESPONDENT CHARACTERISTICS 5 minutes (5) Housekeeping items, including: thanks for coming; informed consent purpose of group: to get opinions about aging and technology (more detail below); remind about videotape / audiotape discussion rules re interrupting, courtesy, etc. introductions around the table. Contextual comments (not to be read verbatim) The reason were all here is to discuss the general issue of technology and aging. Were all familiar with aging, and with luck well all continue to experience aging for many years. However, were likely also familiar with some of the negative aspects of aging, such as poorer vision and hearing, less easy movement, and so on. So, aging will form one perspective of our discussion. The other general topic is technology. Like aging, technology has its good and bad aspects. On the good side, technology has made it possible for more people to do more things more easily. For example, its easier to make a phone call to a relative in another country than it is to go there personally, or even to send a letter. If you use a computer, sending an e-mail may be easier than making a phone call, and is likely less expensive; its certainly faster and less expensive than sending a telegram, the first version of e-mail. However, technology can also be frustrating, as you may know if youve tried to program your VCR or learn how to use a computer. But lets not focus on the computer: think about devices such as glucose meters, cell phones, home monitoring systems, and all the other types of devices that we use, and think about services, also. (NOTE TO MODERATORS: The reason we dont want to focus on the computer is that programs teaching seniors about computers already exist eg. at many of the CAP sites. I am sure the computer will be brought up in the groups we should document that, but try not to dwell on it) When technology is used to complement ones abilities, its often called AT, or assistive technology. AT is defined as any device, product or system that increases the physical functioning or independence of persons with disabilities. AT can include such things as canes, walkers, hearing aids, eyeglasses, or more complex devices such as heart monitors, glucose meters, and medication dispensers. In our discussion today, wed like to explore what we think lies ahead for us as we age. My role is to help guide the discussion. We want to cover several issues, including: What do we see ahead of us as we age, including challenges to our independence? What role can technology play in helping us maintain our independence? How do you learn about new technologies, and learn which can be of use? independence 15 MINUTEs (20) Lets start off with independence. What do you see as the biggest threats to your independence today? (Probe: falls, eyesight, memory, losing the ability to drive, widowhood, poor finances, poor weather) What are some of the day-to-day activities that are becoming more challenging for you as you age? Think about activities in your home, but also activities outside your home, such as community work. CURRENT technology usage 35 MINUTES (55) Are any of you Veterans Affairs clients? Have any of you received benefits (assistive technology or funding for assistive technology) from VA? Okay, lets move on to the topic of technology. Today, what technologies/ strategies do you use to keep you independent? (Make a list, refer to technology list if necessary ) NOTE TO MODERATORS: If someone suggests a technology that does not seem to be linked to increased independence ask them Does this technology enhance your independence? eg. TV / VCR could increase independence if seniors watched health programs, but wouldnt increase independence if they watched soap operas. Of these technologies, which have the most positive impact on your life? What aspects do you think made them so helpful? What made you start using these technologies? Can you identify technologies that you thought might be useful, but which turned out not to be so good? (Make a list, refer to technology list if necessary) Do you own technologies that you dont use? Why dont you use these technologies? Think about the technologies that are useful for you today. How did you find out about these? (Probe: word of mouth, newsletters, TV, etc.) Who recommended or purchased the technologies you currently use? (PROBE: FRIENDS, ADULT CHILDREN, MEDICAL PROFESSIONAL When you think about the technologies you currently use, how did you learn to use them? Who helps you / what do you do if you get stuck? (Horror stories?) adopting new technologies 15 MINUTES (70) Do you feel that you stay informed about new technologies? (i.e. are you keeping up with new technology?) What are some of the barriers that prevent you from using new technologies? (Probe: no need, cost, dont like learning something new, too many options/ features, etc.) Are there new technologies you would like to try out, but havent? Whats stopping you from trying them out or using them? PROJECT program delivery 20 MINUTES (90) A major goal of this project is to develop a program that will introduce new technologies to seniors and teach them how to use them most effectively. This program will be piloted in four provinces across the country. We will be using the information you are giving us today to help guide the development of a technology program curriculum. We are very interested in hearing your opinions about how this program could be set up. When you want to learn about new technologies, what types of things do you want to know about them? (Probe: price, complexity, support, capabilities, etc. Make a list.) In terms of acquiring information about technology, what mechanism(s) do you prefer to use? (Probe: peer to peer mentoring, printed material, TV, Internet, try-and-buy, word of mouth, product demos, etc.) Do you have any suggestions about how we should design the program to help you and your friends and family learn about new technologies? How can we make this most effective for you? The program we had in mind was going to include seniors with technical backgrounds providing support and training to seniors wanting to learn more about new technologies. We call this peer-to-peer mentoring. Does this idea appeal to you? We were going to base the programs out of local Computer Access Program (CAP) site locations (such as this one). Would that be suitable to you? Are there other locations that you would like this to be located? We anticipate this program piloting this program next spring (2006 or 2007?). Would you be interested in participating in this program? May we keep your contact information on file and contact you when we are ready to pilot this program? closing 10 MINUTEs (100) Were just about done. Before we leave, do you have any other comments? Thank you very much for coming today, and for contributing your opinions!     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