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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 3. Programs that are designed for immigrant societies should adjust their design based on different cultural requirements, as pointed out by Veith, Schubert and Wulf (2007). In this research, the foreign brides’ anxiety was higher than that of the Taiwanese women. It is suggested that the program needs to be designed based on their culture and language to teach them how to set up a multilingual environment with familiar data input and software. For example, Chinese women are familiar with using Hanyu Pinyin (spelling) data input and QQ to communicate with their friends and family, so this should be taken into consideration in the design of the program. 4. Women who do not own their own computer do not have many chances to practice after class, so they have less access to a computer. It is suggested that after-class practice time be provided on a regular basis to increase their chances to practice. In addition, Selwyn (2003) suggested that governments or NGOs provide more public computers to give the public more chances to use them. 5. Mayhorn, Stronge, McLaughlin and Rogers (2004) argue that step-by-step teaching could reduce older adults’ learning load. Consistent with the findings reported by Shieh et al. (2011), this study also found that the use of screen snapshots and step-by-step methods in the design of the teaching materials was helpful to the learners because they could review at home by themselves and could more easily recall what they had learned in class. It is suggested that future programs adopt similar approaches to the design of the training course materials for adult learners. In addition to improving the adults’ computer skills, it appears that the teaching assistants also gained opportunities to learn from the adult members, which echoes the assertions about Intergenerational Learning (Poynton, 2005). In other words, while the participating women improved their computer skills, the TAs also grew via interaction with the women. This is an example of mutual learning that was not expected at the beginning of the program, and so was not investigated in the current study. It is suggested that future research can study this overlooked aspect to further understand the value of Intergenerational Learning occurring between adult learners and young tutors in a training program. REFERENCES Alzaidiyeen, N.J., Abdullah, A.G.K., & Al-Shabatat, A.M. (2011). The information aged: Examination of university students’ attitudes towards personal digital assistants (pdas) usage in terms of gender, age and school variables. Turkish Online Journal of Educational Technology, 10(3), 287-295. Broady, T., Chan, A., & Caputi, P. (2010). Comparison of older and younger adults’ attitudes towards and abilities with computers: Implications for training and learning. British Journal of Educational Technology, 41(3), 473-485. Brosnan, M., & Lee, W. (1998). A cross-cultural comparison of gender differences in computer attitudes and anxieties: The United Kingdom and Hong Kong. Computers in Human Behavior, 14(4), 559-577. Chou, J.R., & Shieh, C.J. (2011). The digital divide in Taiwanese unemployed adult population. Scientific Research and Essays, 6(7), 1514–1521. Czaja, S.J. (1997). Computer technology and the older adult. In: Heldander MG, Landauer TK, Prabhu PV (eds) Handbook of human–computer interaction. Amsterdam: Elsevier. Deniz, L. (2007). Prospective class teachers’ computer experiences and computer attitudes. International Journal of Social Sciences, 35, 116-122. Dinçyürek, S., Arsan, N., & Cağlar, M. (2011). 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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Işman, A. & Celikli, G. E. (2009). How does student ability and self-efficacy affect the usage of computer technology? Turkish Online Journal of Educational Technology, 8(1), 33-38. Jacko, J. F. (2005). Empirical validation of the Windows® accessibility settings and multimodal feedback for a menu selection task for users with Diabetic Retinopathy. Behaviour and Information Technology, 24(6), 419-434. Jones, B.D., & Bayen, U.J. (1998). Teaching older adults to use computers: Recommendations based on cognitive aging research. Educational Gerontology, 24(7), 675-689. Kubeck, J. D. (1999). Finding information on the World Wide Web: Exploring older adults' exploration. Educational Gerontology, 25(2), 167-183. Laguna, K., & Babcock, R.L. (1997). Computer anxiety in young and older adults: Implications for humancomputer interactions in older populations. Computers in Human Behavior, 13(3), 317-326. Lin, C.H. (2007). A study of the relationship of older adults’ computer experience between life satisfaction and computer attitude. Thesis, Graduate Institute of Adult and Continuing Education, National Chi Nan University. Lin, I.C., Tang, W.H., & Kuo, F.Y. (2007). Bridging the digital divide: A case study of middle-age women in Taiwan. PACIS 2007 Proceedings. Liu, E. Z. F., Lin, C. H., Chen, F. Y., & Peng, P. C. (2012). Cluster analysis of adolescent blogs. Turkish Online Journal of Educational Technology, 11(2), 69-79. Loyd, B.H. & Loyd, D.E. (1985). The reliability and validity of an instrument for the assessment of computer attitudes. Educational and Psychological Measurement, 45(4), 903-908. Marcoulides,G. A.(1991). An examination of cross-cultural differences toward computers. Computers in Human Behavior, 7(4), 281-289. Massoud, S.L. (1991). Computer attitudes and computer knowledge of adult students. Journal of Educational Computing Research, 7(3), 269-291. Mayhorn CB, Stronge AJ, McLaughlin AC, & Rogers WA. (2004). Older adults, computer training, and the systems approach: A formula for success. Educational Gerontology. 30(4), 185–203. McInerney, V., McInerney, D. M., & Sinclair, K. E. (1994). Student teachers, computer anxiety and computer experience. Journal of Educational Computing Research, 11(1), 27–50. Nakatani, M. & Miyamoto, M. (2006). Enhancing the acceptance of computers by housewives. In: Proceedings of the Human Factors and Ergonomics Society of Australia 42nd Annual Conference 2006, University of Technology, UTS, Sydney, 20-22 November. Ocak, M.A. & Akdemir, O.(2008). An investigation of primary school science teachers’ use of computer applications. Turkish Online Journal of Educational Technology, 7(4), 54-60. Ogunkola, B. J. (2008). Computer attitude, ownership and use as predictors of computer literacy of science teachers in Nigeria. International Journal of Environmental and Science Education, 3(2), 53–57. Pamuk, S. & Peker, D.(2009). Turkish pre-service science and mathematics teachers’ computer related selfefficacies, attitudes, and the relationship between these variables. Computers and Education, 53(2), 454- 461. Poynton, T.A. (2005). Computer literacy across the lifespan: a review with implications for educators. Computers in Human Behavior, 21(6), 861-872. RDEC. (2010). Digital Divide in Taiwan 2010 Summary. Retrieved April 14, 2012, from http://www.rdec.gov.tw/public/Data/17151574571.pdf. Selwyn, N. (2003). ICT for all? access and use of public ICT sites in the UK. Information, Communication and Society. 6( 3), 350–375. Shieh, R.S., Chang S.L., & Liu, E.Z.F. (2011). A case study of low-status women’s attitudes towards computers. Educational Studies, 37(2), 233-243. Simonson, M.R., Maurer, M., Montag-Torardi, M., & Whitaker, M. (1987). Development of a standardized test of computer literacy and a computer anxiety index. Journal of Educational Computing Research, 3, 231- 247. Topkaya, E.Z. (2010). Pre-service English language teachers’ perceptions of computer self-efficacy and general self-efficacy. Turkish Online Journal of Educational Technology, 9(1), 143-156. Trafton, J.G. & Reiser, B.J. (1993). The contributions of studying examples and solving problems to skill acquisition. In M. Polson (Ed.), Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society (pp. 1017-1022). Hillsdale, NJ: Erlbaum. van Gerven, P.W.M., Paas, F., van Merriënboer, J.J.G., Hendriks, M., & Schmidt, H.G.(2003). The efficiency of multimedia learning into old age. British Journal of Educational Psychology. 73(4), 489–505. Veith, M., Schubert, K., & Wulf, V. (2007). come_IN: Identity and role affiliation mediated by an inter-cultural computer club. In Proceedings of the IADIS International Conference e-Society. Retrieved April 14, 2012, from http://come-in.wineme.fb5.uni-siegen.de/files/pubs/veithschubertwulf2007.pdf Copyright © The Turkish Online Journal of Educational Technology 186
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