Promoting Technology Access and Learning Among Underserved Older Adults

Abstract

Background: The digital divide highlights technology inequities across different soci odemographic groups. Barriers to using technology (e.g., tablets, computers) might be more pronounced for individuals who have intersecting identities that place them in underprivileged social positions, such as racial/ethnic minoritized older adults with low income. However, there is very little research on practical ways to improve technology access and literacy among underserved older adults. Research Aim: To address this gap, we propose a novel technology learning framework on increasing technology access and literacy by addressing barriers for underserved older adults. Methods: To identify barriers that older adults may face to accessing and using technol ogy, we reviewed over 200 peer reviewed articles. We created a list of the identified barriers and grouped them under 4 generated categories: 1) access barriers, 2) psy chological barriers, 3) social support barriers, and 4) age related physiological and cognitive barriers. Results: Our new framework merges existing models to help address technology barri ers, and it integrates new factors relevant for underserved older adult populations (e.g., transportation, language, immigration status). Conclusion: We provide policymakers and learning program leaders recommendations for supporting technology engagement and encourage future researchers to test this framework via partnerships with community organizations.