ABSTRACT
Complexities of and best practices for implementing technology training in continuing care retirement communities With the rapid increase in technological advancement as well as the increase in access to and use of technologies such as Internet-connected computers and smartphones, there has been a growth of literature focusing on the best practices in teaching new users how to adequately use a new technology. But although there are now a number of articles and books devoted to tips and tricks associated with teaching someone how to use a computer or the Internet, there is very little that specically caters to the needs of residents in CCRCs. People who implement training programs in such settings have a number of variables to take into account that people in other technology training situations need not consider, including (but not limited to) setting up a training area that allows enough space for residents and their canes, walkers, or wheelchairs to navigate through; creating a learning environment where residents with visual impairment can easily see their computers as well as the instructor; accommodating individuals with dexterity issues or tremors so that they may use a keyboard or a mouse; scheduling the training sessions around the other activities being conducted at the CCRC; and creating a support system wherein residents may ask questions about technology within the CCRC when the classes are not in session. Considerations like this can bring new challenges to technology trainers hoping to teach CCRC residents how to use new technologies-not just personal computers, but all current and emerging ICTs (e.g., smartphones, tablet computers, personal digital assistants, and even Internet-connected television sets). Some of these considerations were touched upon in Chapter 3; here, we dive deeper into the difculties technology trainers may face.
