Narrative (identity) constructions on ICT use among older adults: A life course perspective

Biographies have a strong impact on current mindsets and attitudes toward education. We hypothesize that biographical experiences, therefore, may have an influence on current educational activities such as engaging with ICT (information and communication technology). For older adults, being confronted with digital devices poses a challenge. However, identifying biographical driving factors may support the educational process. Thus, we conducted a biographical study to collect life stories in biographical and problem-centered interviews with older adults who were chosen from a sample of a German research project. Our goal was to analyze biographical narrations in order to reconstruct narrative identities and draw conclusions about biography, education, and ICT use. It results that biographically acquired strategies consolidate in biographical patterns that influence ICT use. For instance, longing for social interaction over the life course later leads to education and ICT being used to connect with others. If no link between biography and ICT use can be depicted, ICT use is feasible. In conclusion, focusing educational activities on biographical patterns and relevance supports sustainable effects of older adults’ education.