Interviews Part One - Basic proficiencies

The first part of the interviews examined areas of fundamental online activity. It established whether the respondent in each case was typically a novice user of ICT and that they used the Internet and were active online. This first section asked respondents to demonstrate their capability to use email, and to address some areas of digital communication proficiency. The section also examined previous training, and whether the respondent saw them as a novice, or whether they perceived themselves as having a more developed aptitude, capability, expertise or skill.

6.2.1 Email as a capability reckoner.

Findings obtained from analysing the data showed that older people understood the concept of electronic mail (Table 6.2). The responses showed not just whether a person could or could not send an email, but also revealed where there was uncertainty.

Table 6.2 Email themes

Email Themes

Confident in sending email 78% Yes – self assured, 22% Some help needed Able to get an email sent 96% Yes – self assured, 4% Unable to send email Uncertainty about how to send email 53% Some uncertainty, 47% Confident to send

32% of respondents knew how to find and press the send button on an email system that was set up on a mobile device such as an iPad, but that they might not be able to retrieve emails from other devices such as a desktop or laptop computer. Of these respondents 93% cited the need for someone else to set up or install a system on to the desktop screen before they would feel confident to send or receive emails on a different system to their own. “Well as I said, I have very limited knowledge. So when my friend comes over we sit at the computer and she helps me to get into the email section and

167 we go from there. Once I’m in I can find the emails quite easily. But getting started is a bit of an ordeal I’m afraid”. (Respondent 20).

The majority of responses (78%) indicated with confidence that they were capable of sending emails. However, none of the respondents showed any ability to articulate the method by which they sent the email. “I use an iPad. I open the app, and access my emails from there. I can send replies, store emails, and delete the ones that I don’t want to keep (Respondent 25). 96% of responses indicated that they could send an email. Only one response indicated their inability to send email.

There were 53% of responses registered as showing hesitation, confusion, or over simplification in the task of sending an email. Whilst some respondents cited an ability to tap on the “mail” icon on a tablet or mobile device, other respondents cited the need for assistance. Respondent 4 stated “Um yes – well I know the theory. Sometimes I find it hard to get to where the emails are. I have a couple of friends that help me out … the thing is that one friend will show me one way and another friend will show me a different way altogether… it very confusing”. Similarly, Respondent 10 voiced her concern, “but I’m not sure if I’m doing it the right way”. Whilst Respondent 17 explains “Well I turn the computer on and I go to the Bigpond page and go to the emails”. Two respondents stated that they understood the theory behind sending mail even though in reality they had never sent an email. One clarified his limitations when asked if he knew how to send an email … “Well, um, not really, but if you set it up for me then I can type in a message. I always get help from my friends at the seniors group”. (Respondent 12)

Whilst 78% of the respondents claimed they were confident in sending email, only 47%

demonstrated genuine proficiency, whilst more than half of the respondents had misunderstandings or hesitation when asked specific questions relating to the actual process of sending an email. Some respondents showed confidence in their device to send communications even though they did not understand a method by which to send an email. Others were reliant upon clicking an application that did not require them to understand the email sending process.

6.2.2 Previous training involving Information Technology

168 Questions about previous training can help indicate the general skill levels, whilst specialist training (Cyber Security) may indicate needs-based interest over and above the majority of respondents who had either had no formal training or had undertaken simple Microsoft courses and iPad courses (see Table 6.3).

75% of participants indicated that they had either no previous training or were definitely still in the class of ‘beginner’ in terms of using a computer. “Yes I’ve done a couple of afternoon one-hour workshops with seniors and I did the One Click program at Mirrabooka.” (Respondent 4). Of the remaining respondents the previous IT training ranged from half day ‘íPad’ courses to one-day beginner courses focusing on the instruction of Microsoft programs such as Word and Excel.

Table 6.3 Previous Training.

Previous ICT Computer Training

Beginner, Novice, little or no substantive training

75% No substantive training, 25% Some training or an ICT course

Microsoft Training (Word, Excel) 81% of those who attended a course did Microsoft training, 19% no training or generalised introductory training.

Cyber Security Talks 12% Yes – attended Security Presentations, 88% No Security training or cyber talks

One respondent cited having undertaken a two-day specialist course for senior citizens at a free course that was run as a church-based outreach program that had developed a series of IT workshops.

“I’ve gone to a few computer talks and seminars run by the (seniors) association. There is an annual seniors’ conference each year, and there is always someone who presents on computers and technology.

They are always talking up the need to change your password regularly so that you don’t get your identity stolen and your computer hacked”

(Respondent 11). Of those who had attended courses more than 81% of them had either undertaken a course in using Microsoft Word or Microsoft Excel. The overall level of training and education was very low across the entire cohort. “Oh I’m definitely a beginner. I mean I’ve been doing emails for a few years, But I don’t really know how the machine works, or how to get the most out of my internet searching. I’m pretty hopeless I’m afraid” (Respondent 11).

169 6.2.3 Previous work before retirement

Respondents were asked if they were currently retired (or not working) and what kind of work they had done previously. The respondents indicated that they were no longer in a working capacity.

The question had two purposes. Firstly, it was important to ascertain whether any of the respondents were still working, since that would possibly affect their likelihood of a greater developmental ability in using ICT.

Table 6.4 Previous Employment.

Previous employment and interaction

Previous need for ICT usage and ICT skills

47% Yes – Needed to use ICTs in work, 53% No – employment skills did not require ICT skills.

Felt they were too old in their job to learn to use a computer

29% Yes – Too old to take up ICTs whilst at work, 71% Did use computers during last years of employment before retiring.

Homemaker / housewife with no computer usage in life before retirement

11% No work history with ICTs (Informal – no recorded work history) 89% Held a formal job from which they retired.

Since no participants responded that they still had work, the question relating to previous work allowed some understanding of the diversity of the interview cohort. The respondents fell into two roughly even groups (Table 6.4). Approximately half of the respondents (53%) cited a previous area of work that might not require specific IT skills if undertaken today. These respondents were from a broad cross-section of the labour force and included: a gardener, a food handler in a delicatessen, a cleaner, a tea lady, a postman, a golf club roustabout, and three housewives / homemakers. Of the remaining respondents (47%) there was also a broad cross section of working positions, however these were in areas that would require IT skills if undertaken today. These included: A Police Officer, a Centrelink clerk, a manager of a hardware store, a worker in the Australian Air Force, a personal assistant for a mining executive, a public service administrator, a book keeper, a stock-take specialist, a library technician, a newsagent, and a primary teacher. Respondent 17’s answer was typical of the replies…:

“I’m retired now. My husband and I ran the news agency in Booragoon for many years until 2001”.

Similarly, respondent S1, was representative of a working life that held little previous need for IT. “I was a homemaker. My husband worked as a bus driver, and I stayed at home.” (Respondent 20).

170 Some respondents also cited regret in not learning to understand more about ICT during their working lives. “I was the manager of a hardware store for over twenty years, but I resisted the urge to use computers until I was at the end of my working life…. And I think I left it a bit too late.” (Respondent 7). 11% of respondents cited being too old, or leaving things for too long is evident through many of the interview cohort’s comments. Older people demonstrate a perception that it’s too late to learn at their age, and that they could not possibly hope to catch up to the level of others. They describe that ICT has now become so much more complicated than before. “If they need checking, then my daughter can do that. She set the email up for me in the first place. I don’t look at them, it’s too convoluted. None of them are urgent so I don’t bother unless my daughter comes over to see me.” (Respondent 5).