{'fraction_non_alphanumeric': 0.017555705604321403, 'fraction_numerical': 0.00675219446320054, 'mean_word_length': 5.360515021459228, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Women and Technology: The Next Step in Bridging the Divide

In 2003 and 2004 as part of the ANTA funded Adult Literacy Innovative Projects AMES Research and Learning Innovation conducted research into strategies for the successful engagement of older learners in Information and Communication Technology (ICT) learning. This paper presents a summary of the findings of that research strategies for the successful engagement and retention of older learners (those aged 45 years and over) in ICT learning and potential barriers which can prevent these learners from engaging with and benefiting from learning in general and ICT programs in particular. It presents case studies of four very different, highly successful, approaches to ICT learning for older learners. Using data from the case studies the paper provides an overview of: • the ‘older learner’ profile • a profile of the skills, experience and attitudes that are characteristic of teachers/trainers working successfully with older learners and ICT • the “top ten” strategies for creating an effective learning experience for older learners. The research and this paper address both teachers/trainers and program coordinators involved in the planning and delivery of ICT programs for older learners. From the teacher/trainer’s perspective the findings will inform teaching practice and from the perspective of program coordinators the research can be used to inform program planning as well as staff development programs.