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Abstract

Older adults' technology learning is a long-term process, during which family members often play significant roles. Although much research has emphasized how family support is important, little research has dove into the evolution of family dynamics when older adults are learning to use new technology. Drawing on the results from a qualitative study that performed semi-structured interviews with 20 older adults and 18 younger adults in China, we unpack how family members were involved in technology learning over time. Our findings suggest that younger family members play transformative roles throughout older adults' learning stages, i.e., as influencers, supporters, protectors, and monitors. Younger family members' roles co-evolve with not only older adults' changing needs but also their perceptions of older adults' learning abilities and online behaviors. They may struggle to adjust their teaching strategies to accommodate older adults' needs and abilities during the process. They may also worry about older adults' online benefits and safety as many older adults become far more active online than anticipated. Challenges while teaching and tensions regarding protection may thus emerge during the support process. With these findings, we suggest that older adults' technology learning should be treated as a collaborative activity with family members rather than an activity they pursue alone. We also highlight older adults' technology learning as a recurrent, dynamic, and evolving process, and call attention to the unique culture of "xiaoshun" in China that acts as a buffer to the burdens and tensions found with family support.

"I Never Imagined Grandma Could Do So Well with Technology"

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Abstract

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