Thursday - May 10, 2012
Despite having a computer in the home at several points in her life, my mother still doesn’t “get” them. First we had a Commodore 64 in the ’80s, then a PC in the early ’90s. Truth told, however, it was me using them, not my mom. So when in 2007 I gave her a Windows-based computer I had built earlier in the decade, she still reacted as if an alien had been invited into the house.
“You’re going to have to write down every step to using this,” she told me, “because I’ll never be able to remember it all. It’s just too confusing.”
I patiently wrote down the basics and walked my mom through it. Today she has a newer computer and can more or less check her e-mail, search for gardening information online, and make sure her anti-virus program is still updated. She’s still far from being comfortable with it, but through education and a bit of trial and error, she’s slowly becoming more technologically savvy.
Millions of Baby Boomers, now beginning to turn 65, have found themselves in similar situations. And while some of them may have minor experience with the technology so many of us take for granted today, others struggle to even understand the basic vocabulary — words like Google, download, and URL — associated with our tech world.
“Those are terms you think everyone would know, but you have to sit down and explain them,” Patrick Bolidoro, a tech tutor, told the Los Angeles Times’ Tina Susman.
Bolidoro is a student at New York’s Pace University, earning credits participating in a “gerontechnology program” designed to help seniors tackle the technology problem. The program, while unique in its own right as a university outreach effort, certainly isn’t an isolated one, however. From elementary schools to libraries, tech training programs continue to sprout up as seniors from all walks of life want to learn more about the rapidly changing tech world around them. Whether it’s a class at the local library on finding jobs online or a three-day seminar for seniors to learn the Internet, those without computer experience are finding opportunities to learn.
But what’s driving Baby Boomers to willingly try such classes? As journalist Susan Shelly demonstrates in a recent piece for Reading Eagle, while some seniors aren’t as excited about learning the ‘net as others, there’s a fundamental feeling of being “a bit isolated and left out of society as more and more of it revolves around technology.”
This feeling continues to drive many to learn how to better integrate technology into their lives. Shelly references how Nancy Dettra, 80, has grown fond of using Skype to video chat with her grandsons, who are studying abroad. Then there’s Carl Bloss, 78, who uses the Internet to research and share genealogy information. Yet amidst the optimism and excitement many seniors have about slowly feeling more connected and less isolated, a nagging concern remains about how well versed they are in protecting themselves online, especially from online criminals attempting to prey on the elderly.
“Criminals understand that seniors are from a different generation,” Dublin, California police Detective Alan Dumatol told The Oakland Tribune. “They’re a lot more trusting. They are vulnerable because they can be isolated socially, and seniors don’t always report being victims because they’re either embarrassed or afraid.”
Of course, such words shouldn’t be meant as scare tactics; we shouldn’t be trying to drive seniors away from tech learning. Rather, educators should stress the benefits and joys of technology and the Internet while at the same time being realistic about the risks any person may face while utilizing them. Such a balanced approach to teaching seniors about technology and Internet safety should in theory promote an even greater interest in the tech that enhances the lives of people from all walks of life. And in the end, seniors may very well feel more connected to others in their lives.
“My children look at me differently,” Roz Carlin, 93, told Susman after completing Pace University’s tech education program. “I feel like one of them, and they treat me like one of them too.”
Photo via Knight Foundation, Flickr Creative Commons
Thursday - Apr 26, 2012
In light of the observance of Preservation Week, I want to shift gears a bit for this week’s post and talk briefly about a topic dear to me: saving your data.
The Internet age has brought with it many changes to how we use and share information. Rather than writing information in notebooks and letters, we now write digital books and e-mails. Additionally, media like music, photos, and videos are commonplace in the digital realm, replacing shoeboxes of photos and cabinets of VHS tapes and CDs.
What gets forgotten at times, however, is not only how easy it is to lose digital data, but also how quickly media formats change. With this digital revolution of information comes the need for a “preservation revolution,” one that allows us to easily and quickly store and convert digital media so it may live on as part of our rich digital culture.
That said, here are four groups of Internet services that are key to helping you save your digital data.
Online data storage
Relying solely on the hard drive of your computing device to securely save your data isn’t the best idea. Hard drives fail and data can become corrupted. Thus, a better storage plan is necessary to minimize the chances of losing your data. External hard drives and flash drives make for useful backup options. Another viable option is online data storage. Enter services such as Carbonite , CrashPlan, and DropBox.
The main idea behind these services is to allow you to upload your files and sync them to your computing devices. Say, for example, changes to a file on your home desktop are uploaded to one of these services. You then can go somewhere else with Internet access and access the file, update it, and have the file on your desktop at home also be automatically updated.
All three services have similar features, with some imposing different limits on file size and file type depending on what kind of account (free or paid) you have. I recommend comparing the prices and features of the services to find the one that suits your needs best. Having the peace of mind your files are backed up in an additional location is worth the effort.
Online profiles
Whether you’re new to the Internet and share information like hugs, or you’re a grizzled veteran of the online world and consciously limit your sharing habits, you’re likely to leave a digital “fingerprint” on the Web. That fingerprint may come in the form of shared photos, videos, and blog posts, or it may take the shape of anonymous posts on a private forum. And with the surge in number of social media tools, information sharing is occurring in ways previously not thought possible. Tweets shared on Twitter, conversations had on Facebook, contacts made on LinkedIn, and blog entries posted via WordPress: these all are examples of data you may wish to preserve.
Several catch-all options exist for collecting your online data from social media and e-mail accounts. Backupify allows users to back up and retrieve information via two separate plans: one for social media accounts (as well as Gmail) and another for Google Apps accounts. The social media plan has a free option for up to three accounts and one gigabyte of information, as well as several paid account options. The Google Apps option starts out at $3 per month, per user. Both plans allow users to back up their accounts on a weekly basis, browse archived content, and even download it for personal use. In some cases, data can also be restored. A competing service BackupMy offers similar services, though it’s not clear if they also allow you to download the archived information. BackupMy also adds blog and photo archiving services to the mix, with a free trial to all backup services.
Images and videos
When it comes to backing up your images and videos online — while also allowing them to be shared with the rest of the world — Flickr remains a strong option. The site is constantly evolving, allowing users to share and store their media in new ways with whom they wish. Yet even more sophisticated options exist in the form of 1000memories and LiveOn. Both sites are designed to allow users to archive their digital photos for family, friends, and future generations.
What makes 1000memories stand out is its “shoebox” feature, which allows users to group photos into definable themes, all for the low cost of free. Its downside for now seems to be that video uploads aren’t an option. As for LiveOn, in addition to free photo and video uploads, it gives users the option to create a “timeline” on their account, allowing for a more chronological categorization of content. However, I’m a little skeptical of how often they state they’ll guard your information “forever.” Nothing lasts forever, including businesses.
Legacy information
Speaking of things not lasting forever, we humans tend to have this habit of ceasing to be, sometimes without much warning. Enter online services which preserve and pass on your vital “information assets” to one or more beneficiaries. Usernames and passwords, financial information, and digital documents are all options for storing, not only for now, but also for a future when you may not be around. This also aids others who may need to tend to your online accounts after you die.
Two major online entities for these services are Legacy Locker and SecureSafe. Both have similar features and offer a free version as well as paid options. Legacy Locker seems to be somewhat less expensive though perhaps less comprehensive than SecureSafe. One interesting feature that seems to be exclusive to Legacy Locker is the “legacy letter,” one or more prepared letters or videos which can be sent to assigned recipients upon your passing. SecureSafe seems more formal, though it boasts iPad and iPhone support.
Photo via woodleywonderworks, Flickr Creative Commons
Thursday - Mar 22, 2012
If you’re a student or parent of a student, you’re likely to be at least somewhat aware of the push to include technology in education. Whether at middle school or graduate school, the presence of interactive whiteboards, tablets, and online lectures is greater every year. And while there’s still plenty of debate about the effectiveness of education technology in and out of the classroom, the fact remains that education institutions are plowing ahead with their goal to make education more modern.
Yet in the background — at least in the United States — the cries of frustration of those least able to take advantage of the ed-tech revolution are at times drowned out by the voices of those who stand to gain the most from it. In the end, students in low-income households or in situations where Internet access is not available face more challenges, especially when teachers increasingly expect students and parents to be participating in Internet-based activities outside of school.
Students are now assigned online homework like writing blogs, while parents at some schools are expected to complete registration forms or manage student progress reports online. Some schools have talked about adding mandatory online courses for high school students. Even digital textbooks — which may require Internet to access or to further research topics contained within — are making appearances in schools. Those who don’t have readily-available Internet access are at a greater disadvantage.
“The policy of providing digital textbooks is the direction schools should take,” University of Texas professor and social-media researcher Dr. S. Craig Watkins recently told the Orlando Sentinel, “but it is flawed if it assumes all students have equal access to the Internet.”
The voices of those most in favor of ed-tech seemingly make this assumption at times, relegating those students who don’t have Internet access to spend extra time in an often crowded computer lab at the school; use a family member’s, friend’s, or business’ Internet connection (assuming students have an Internet-enabled device); go to a library (many of which are struggling with public demand for their computers); or work with teachers on an alternative. This often has the effect of eating up even more time out of the student’s — and sometimes the parent’s — busy schedule.
This all leads me to the next logical question: how many people in the U.S. are still without Internet access? According to the Orlando Sentinel story, “11 percent of Florida households with school-age children still lack Internet access.” And across the country? According to a U.S. Department of Commerce report (PDF) released in November 2011, 71 percent of Americans had home Internet access in 2010. The report also noted that only about 46 percent of households with annual household incomes less than $25,000 reported having any kind of Internet access at home. According to the Census Bureau, there were 30.5 million households earning less than $25,000 annually, so that means roughly 16 million households were without Internet access. (It’s not clear how many of those had school-age children.) All of this number crunching is to point out that a non-trivial number of low-income households likely don’t have Internet access at home.
Assuming many of those households have students in them, it’s not unrealistic to believe that many of them are getting left behind in primary schools’ push to become more tech-friendly. If educators in this realm continue to expand online requirements for students, it’s clear to me this problem must be addressed, including somehow making Internet access as commonplace as telephony. How common is the phone? Last year the U.N. declared cellular/mobile phones “de facto ubiquitous,” reporting more than 5 billion people globally as having some sort of mobile phone service.
As Internet-connected smartphones continue to replace older phones, it’s worth asking if all this concern about student Internet access is overblown. Despite the increasingly present connection that comes with today’s smartphones, they certainly don’t make for a long-term replacement of a desktop or laptop. Imagine being required to type a grammatically correct 500-word blog post on a smartphone. It doesn’t sound appealing. Eye strain, screen size, slow download speeds, and lack of a mobile application variant also tend to work against students. And while some schools are handing out iPads and laptops like candy — again showing that in many cases the lack of an Internet-connected device isn’t the problem — those devices likely don’t come with home Internet access.
It’s unrealistic to expect educators to back down from tech at this point, so what can be done to make Internet access as common as phone access? The U.S. government has been trying to address that issue, though not without controversy.
“The future of American education undoubtedly includes a laptop on every desk and universal Internet access in every home,” said U.S. Education Secretary Arne Duncan at a recent conference in Austin, Texas. “We will do all we can at the federal level to support the use of technology in education,” he added.
The U.S. government has been working on that universal Internet problem, as I talked about last November. Yet despite the government’s attempts to regulate Internet service providers (ISPs), update its funding policies, and promote temporary affordable Internet service to low-income families, concerns of whether or not the federal government should even be involved with the expansion of broadband persist. Some argue such a task should be left up to state and local governments, though such arguments often fail to address who would then handle ISPs’ anti-competitive behavior.
While solutions to universal Internet in the U.S. are difficult to find, it’s not difficult to see that many low-income households with school-age children are at a disadvantage. As teachers continue to adopt technology and create online assignments, the have-nots are left to spend more time finding solutions to a process many of us take for granted: accessing the Internet. This leads me to one conclusion: until Internet access becomes as common as phone service, educators must remain flexible with their integration of technology in the classroom.
Photo via Brad Flickinger, Flickr Creative Commons
