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What Does The Market Research Tell Us?
Background
In March 2001 the Department of Training commissioned market research
to better understand how and why people used computers in their daily
lives. The Report by Market Equity Bridging the Digital Divide in Western
Australia (2001) is a valuable resource for organisations considering
strategies for responding to the digital divide.
It provides a comprehensive analysis of attitudes to, and engagement with,
Information and Communication Technologies [ICT]. To view the full report
go to 'Bridging the Digital Divide in Western Australia' in the publications
area.
Key Findings
Four levels of computer literacy were considered:
Awareness of day to day computer applications.
Functional ability to use a computer to carry out basic tasks.
Ability to use on-line computer applications to good effect without supervision.
Awareness and understanding of the broader social and ethical issues surrounding computer and Internet usage.
What is the level of computer literacy in WA?
Based on the survey it is estimated that approximately 400 000 adult Western Australians have no computing or Internet skills.
In the survey of 611 people, three distinct segments emerged representing different levels of computer literacy. Based on peoples self-reported abilities:
65% of the adult population is computer literate can do all or most of the required tasks without supervision.
21% of the adult population report Internet is a Mystery can do all or most of the non-Internet related tasks without supervision but
are unfamiliar with the Internet and e-mail.
14% are non-users have never tried any (or hardly any) of the required tasks.
Computer usage
Literacy was also explored in terms of computer usage. In the last 12 months, computers have most commonly been used for work purposes (58%), searching for information on the Internet outside of work (60%) and e-mail communication outside of work (57%). Using a computer for study purposes (31%) and transactions (26%) are currently secondary uses, although there is evidence of increasing uptake of on-line services such as bill payment, Internet banking and on-line shopping.
Thus while there is a relatively high level of computer literacy within Western Australia, there are a number of important segments being left behind in the information society. Employment plays a major role in contributing to computer literacy.
The key groups least likely to be computer literate are:
seniors aged 65 years and over
low income households not in employment
people in regional areas not in employment
women aged 40 to 54 not in employment
Why people use computers
Among those who currently use a computer, the primary motivating factor is for work and/or to improve employment prospects.
For those who are not required to use a computer for work purposes, there are other motivating factors on a more personal level. These include the challenge of keeping up with the times and/or their children, as well as the opportunity of satisfying their curiosity by pursuing a new interest.
However, other respondents indicated that nothing would motivate them because they are not interested, or perceive themselves too old to need to learn how to use a computer. Without some additional education to change attitudes these people are unlikely to access computer literacy programs no matter where they are offered.
Training delivery options
One to one training and small discrete training groups are clearly the preferred delivery options. In terms of the specific delivery options, those which were most positively received included:
Supervised self paced training in a central location with a tutor at hand.
Basic training at a central location with like groups.
Those in regional areas and females aged 40 to 54 years were the most receptive to the delivery options presented. Although low income households and seniors also expressed some interest, these groups were least receptive overall, most likely due to a lack of confidence in their own abilities and an underlying attitude that technology is too complex to learn.
Other options, including basic training at TAFE and more specific training sessions on Internet banking, were less attractive to each of the groups with low computer literacy levels. Other factors considered important included the provision of a relaxed, non-threatening environment.
What would increase use?
For those who do not currently use a computer, opinions are polarised between those who recognise the opportunities available to them but have not yet done anything to develop their skills and those who do not recognise any need and therefore have no interest to learn how to use a computer. Although predominantly personal in nature, the motivators are similar to those identified by current users.
Not having a computer at home is perceived as a key barrier, which highlights a need for people to be informed about other venues where computers can be accessed outside of work and home. Time constraints and a lack of higher level skills also present a barrier to increased computer usage.
Costs of technology and training, having to share access with other family/friends and outdated hardware and software are also prohibitive to increasing current levels of computer usage.
What else do we know about the attitudes of the various groups?
The uptake of on-line services has been shown to require changes in behaviour and attitudes to make the transition from the familiar to the unfamiliar.
Optimism/Perceived Benefits The extent to which someone recognises the importance of technology in todays society and the potential for technology to make their life easier.
Insecurity Attitudes towards the security of on-line transactions, including perceived safety of providing credit card details over the Internet.
Perceived Complexity The extent to which someone considers technology too overwhelming and complicated to learn how to use it.
Confidence in Own Abilities The degree to which someone is willing and confident to try new technologies without necessarily having any formal instruction or training.
Optimism and security issues are best tackled in terms of communication ie the benefits a computer can offer and the security mechanisms in place for Internet transactions. Perceived complexity and a lack of confidence can best be dealt with in terms of the style of training delivery, by ensuring that the training is easy to understand and provides reassurance that hardware is not easily damaged.
Seniors fall behind on each of the four dimensions optimism is low, they are concerned about security, confidence is lacking and technology is perceived to be complex.
Low income households also lack optimism and are concerned about security, as well as lacking confidence in their own abilities. Perceived complexity is not so much of a barrier to this group.
Women aged 40 to 54 and not in the workforce are low in optimism and lack confidence in their own abilities. Concerns about security and complexity are less of an issue to this group.
The key attitudinal barriers for regional people not in the workforce are concerns about security and confidence in their own abilities.
Optimism and perceived complexity are less prominent among this group.
By dealing with each of these underlying attitudes towards technology, there is a greater likelihood of computer and on-line uptake.
What are the key considerations when developing training strategies for particular groups?
A number of key considerations are common across each of the four identified groups. Any strategy should take into account each of the following:
Flexibility The desired outcomes may differ from one individual to the next. For example, one may want to learn how to play games, another may want to learn how to type a resume. Once someone has developed the basic functional skills, any further training would need to be flexible enough to allow them to pursue those applications which are of most interest.
Individual needs Individuals within each of these groups may learn at different speeds. This needs to be considered when designing a training strategy focussed on a particular group.
Other basic skills Individuals may lack other basic literacy and numeracy skills, which prohibit them from effectively using a computer.
Cost of technology and training A large proportion of the identified groups would also fall into low income categories and may not be able to afford the technology or the training.
Department of Education and Training
151 Royal Street
EAST PERTH WA 6004
Phone: (08) 9264 4182
Fax: (08) 9264 4281
TTY: (08) 9421 1556
E-mail: firstclick@det.wa.edu.au
Web: http://www.det.wa.edu.au/training/
This information is available in alternative formats
Contact details updated in November 2006
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