| Description |
1 online resource (187 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of contents; Preface; Acknowledgments; Authors; Chapter 1 Introduction and purpose; 1.1 Importance of technology use for older adults in continuing care retirement communities; 1.2 Aging population demographics; 1.2.1 Global trends; 1.2.2 U.S. trends; 1.3 Value of technology for increasing quality of life for older adults; 1.4 Technology use among older adults; 1.5 Residential communities for older adults; 1.6 Objectives for the book; Recommended readings; Demographics of aging; ICT use |
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Chapter 2 Continuing care retirement communities and the need for technology training2.1 The CCRC model; 2.2 Historical development of CCRCs; 2.2.1 Statistics on independent living communities and assisted living communities; 2.2.2 Independent versus assisted living; 2.2.3 Care community analogues abroad; 2.3 The stress of transition; 2.3.1 Adjusting to the transition; 2.3.2 The impacts on social interactions and relationships; 2.4 Older adults and technology usage; 2.4.1 Barriers to usage among older adults in a CCRC; 2.4.2 Technology use and connection to modern society |
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Recommended readingsMore about CCRCs; Technology use among older adults; Chapter 3 A prototype study; 3.1 The idea for the study; 3.2 Gaining entrance; 3.3 Selecting the right context; 3.4 Preparation; 3.4.1 Assistive devices; 3.4.2 Recruiting; 3.5 Staging the intervention: where, when, and how to set up the training sessions; 3.5.1 Where: find lots of room; 3.5.2 When: scheduling and fitting into CCRC schedules; 3.5.3 How: reducing distractions and frustrations-making it a good experience; 3.6 Implementation; 3.7 Retention; 3.8 Assessment; 3.9 Lessons learned; Recommended readings |
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Chapter 4 Complexities of and best practices for implementing technology training in continuing care retirement communities4.1 Understanding the learner; 4.1.1 Physical health and mobility of older learners; 4.1.2 Dexterity and visual and hearing ability; 4.1.3 Cognitive ability; 4.2 Organizing the environment; 4.2.1 Physical layout of the classroom; 4.2.2 Scheduling: "You don't mess with bingo"; 4.3 Ensuring the proper equipment; 4.4 Designing and presenting the content; 4.4.1 To lecture or not to lecture; 4.4.2 Taking the content home; 4.5 Engaging and motivating participants |
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4.5.1 Training the trainer4.5.2 The importance of a supportive teaching team; 4.5.3 Practice makes perfect; 4.5.4 Ask your neighbor-promoting a community where residents help one another; 4.6 Other considerations; 4.6.1 The importance of engaged activity directors; 4.6.2 Enabling the older adult to adapt to rapidly changing technology; 4.6.3 Expecting attrition; 4.7 Summary of best practices; Recommended readings; Chapter 5 Value of technology training; 5.1 Changing attitudes and self-efficacy; 5.1.1 Attitudes toward ICTs; 5.1.2 Self-efficacy; 5.2 Technology use across the study |
| Notes |
5.3 Quality of life outcomes |
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Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force. WlAbNL |
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Print version record |
| Subject |
Computers and older people.
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TECHNOLOGY & ENGINEERING -- Industrial Health & Safety.
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MEDICAL -- Geriatrics.
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Computers and older people.
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| Form |
Electronic book
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| Author |
Yost, Elizabeth A
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Berkowsky, Ronald W
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Winstead, Vicki
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Anderson, William A
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| ISBN |
9781315353906 |
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1315353903 |
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9781498718134 |
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1498718132 |
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