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On the Tablet - 56389

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on 4 March 2017

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Transcript of On the Tablet - 56389

3D Background
Our Research Question
How does a
multi-modal approach to education
of iPhones and iPads increase
social participation
access to meaningful online
information in
older adults
at a retirement community in Seal Beach, California?
Incorporating Technology for Retirement ADjustment
Empowering Older Adults

Retirement adjustment

Benefits of Technology
Barriers to Learning
21.7% of the U.S. population by 2040
(Administration of Aging, 2013)
A smooth or frustrating process?
(Johnsson, Josephsson, & Kielhofner, 2001)
(Cotton, Anderson, & McCullough, 2013)
Decrease in social participation

Decrease in ability to access meaningful information
1 in 6 adults over 65 feel lonely
1 in 5 adults over 80 feel lonely
Widowed, limited mobility, decreased access to social networks
(Lelkes, 2013)
(Cohen & Lemay, 2007)
(Callari, Ciairano, & Re, 2012)
(Bruder, Blessing, & Wandke, 2014)
(Tang, Leung, Haddad, McGrenere, 2012)
(Callari, Ciairano, & Re, 2012)
Facilitators to Learning
Motivations and Self-Efficacy
Self-confidence leads to more favorable attitudes
Positive views of technology leads to better performance
(Gonzales, Ramirez, & Viadel, 2015)
Multi-Modal Approach to Education
Complex, multi-dimensional learning processes
(Delahaye & Ehrich, 2008; Tang, Leung, Haddad, & McGrenere, 2012)
Learning Objectives
Project Design
Participants and Site
Leisure World, Seal Beach
65 and older
Must own iPad or iPhone
24 initial participants

Occupational profile
Pre- and post-survey and test

Each lesson
Lecture portion (15 mins)
Live demonstration (15 mins)
Small groups (30 mins)
Handouts as a resource
Journal to reflect
Outcomes & Concepts
Making phone calls
Adding contacts
1. Social Participation
2. Access to Meaningful Information
Using a search engine
Using Siri
Using apps
Setting an alarm
Using Maps app to finddirections
Intimidating or non user-friendly
Condenscending , too technical, or too criticizing
Psychosocial factors
Lack of motivation or perceived benefit


Significant findings
Week 1

“I want to learn about how this marvelous phone works.”
“This course sounds like the answer I’ve been searching for.”
“I’m happy that we are given this opportunity to try to understand this magic phone.”

Week 2
“I seldom use FaceTime. Maybe, in near future. I will be able to use it more often.”
“Depends if my hair is combed and makeup on.”
“I doubt if I’ll use FaceTime often, but I can see a few uses for it.”

Week 3

“I had not been using email at all. I have gotten more comfortable using it. Used it with one of the ladies in my group. Also I emailed to my two daughters.”
“I have been emailing a lot this week. It is good to have become comfortable with it. And I got a lot of old emails trashed. That’s good too!”

Week 4
“I text a lot. Find it most convenient, time saving, and I can condense my message for fast response.”
“I had been dragged, kicking and screaming, into the world of texting. I resisted it for a long time...I now enjoy texting with my children and with [redacted]. I find it quite useful.”

Week 5
Week 6

“Maps and directions - finds this is very helpful and very convenient, very accessible.”
"I have now five pages of apps on the screen on my iPhone 6. I use about a dozen of them, frequently. When I have spare time, sometimes, I Google some of their names to remind me why I have them."
Getting to Know you and YOur Phone
Call Me and Let's FaceTime
YOu've Got E-Mail
BRB, I'm Learning about Texting and Photos
Who's Siri? Google it!
App fun!
Implications for

Experiential Learning
3. Integrate novel knowledge into current practice setting

1. Explain how technology can increase occupational engagement among older adults

2. Describe the unique role OT can play in social participation and access to meaningful information for older adults

Shari Emas; OTD, OTR/L
Lia Montoya, OTS
Annie Chen, OTS

“I think I will like Google. Have not used it a lot but I will learn to enjoy uses for it. Siri, I find you have to speak so clearly. With that I may get frustrated with it.”
“I get intimidated by Siri when I press the mic. I forget what I want to say.”

Shari Emas


Lia Montoya
The Signifigance
Taking and sending photos
Defining acronyms
Preferred learning methods

Handouts: concrete, tangible, easy-to-follow
Educational setting
Collaborative and supportive educators
Administration on Aging. (2001). Aging Statistics. Washington, DC: U.S.
Department of Health and Human Services, Administration on Aging.

Bruder, C., Blessing, L., & Wandke, H. (2014). Adaptive training interfaces for
less-experienced, elderly users of electronic devices. Behaviour & Information Technology,33(1), 4-15. doi:10.1080/0144929X.2013.833649

Callari, T. C., Ciairano, S., & Re, A. (2012). Elderly-technology interaction:
Accessibility and acceptability of technological devices promoting motor and cognitive training. Work, 41,362-369.

Cotton, S.R., Anderson, W.A, & McCullough, B.M. (2013). Impact of internet use
on loneliness and contact with others among older adults: Cross-sectional analysis. Journal of Medical Internet Research, 15(2), e39. doi:10.2196/jmir.2306

Delahaye, B. L., & Ehrich, L. C. (2008). Complex learning preferences and
strategies of older adults. Educational Gerontology, 34(8), 649-662.

González, A., Ramírez, M. P., & Viadel, V. (2015). ICT learning by
older adults and their attitudes toward computer use. Current Gerontology & Geriatrics Research, 2015(7), 1-7. doi:10.1155/2015/849308

Jobs, S. (2010). “Magic and Revolutionary Device at an
Unbelievable Price.” from iTunes.

Jonsson, H., Josephsson, S., & Kielhofner, G. (2001). Narratives
and experience in an occupational
transition: A longitudinal study of the retirement process. American Journal of Occupational Therapy, 55, 424-432. doi:10.5014/ajot.55.4.424

Lelkes, O. (2013). Happier and less isolated: Internet use in old
age. Journal of Poverty & Social
Justice, 21(1), 33-46. doi:10.1332/175982713X664047

Pew Research Center. (2014). Older adults and technology
use. Retrieved from http://

Silva, P.A., Holden, K., & Nii, A. (2014). Smartphones, smart seniors, but
not-so-smart apps: A heuristic evaluation of fitness apps. In International Conference on Augmented Cognition (pp. 347-358).

.Tang, C., Leung, R., Haddad, S., & McGrenere, J. (2012). What
motivates older adults to learn to use mobile phones? Research Note GRAND Conference 2012, Montreal, QC, Canada.

US Department of Health and Human Services: Administration for
Community Living. (2016). Administration on aging: Profile of older americans . Retrieved from www.aoa.acl.gov

Xie, B., Haung, M., & Watkins, I. (2012). Technology and retirement life: A systematic
review of the literature on older adults and social media. In M. Wang (Ed.), The Oxford handbook of retirement (pp. 493-509). New York, NY: Oxford University Press. doi: 10.1093/oxfordhb/9780199746521.013.0150
No equipment required

Strength, Stretching, Cardio, Pilates, Yoga

Video demonstrations by real trainers

Verbal instruction and cues

Navigating App Store
Annie Chen

Anu Dharni
Calvin Tran

Peter Tran

Let's Begin!

Navigating Sworkit
Purchase Free App

1. From your home screen find
App Store

3. Tap Search and type in
Open the App
4. Tap "
" and "

2. Tap
(found on bottom row)

From your home screen find and tap
This is your home page. Scroll and find your desired activity.
Begin Workout
Select Time Desired and Tap Begin Workout
Time to Stretch!
Case Study
Improved health outcomes
Increased socialization
Active aging
Life-long learning
Ease into retirement

more statisfied, more control in ther life, more pleased with their current quality of life, and less depressed and lonely than those who engaged in other activities

Occupational Profile
Therapeutic use of self


72-year-old widow

Has had smartphone for >3 years

Barriers: No one is there to teach her how to utilize her phone

Interests: spoiling her grandchildren, watching tv, exercising

Recommended app to increase strength and flexibility = Sworkit
Follow-up Study
5 week sessions with 2 month follow-up

Introduction and use of apps (social, game, wellness)

Pre/Post Survey


Weekly focus group/app rating
Full transcript