In writing a book about how to use Facebook aimed at 40-60 year olds, I would consider their existing “technological frames”, which can be defined as the “cognitive elements that have to do with information technology” to allow for that technology to become more salient (Orlikowski, 364). A user’s cognitive elements represent the “mental models or frames of references that individuals have about the world” (Orlikowski, 364). Therefore, when these older users are confronted with Facebook as a new technology, it would be easier to convey information to them in terms of their existing technological frames.
I would relate certain aspects of Facebook to their real world experiences. For example, I would describe direct messaging feature as email, in which communication is asynchronous and information is revisable before it is sent. Similar to email, users can choose who they wish to send their message to and it can only be read by people to whom the message is sent. I would compare creating and editing personal profiles with resumes or yearbook profiles that publicly display contact information as well as interests. Furthermore, I would relate Facebook chat to instant messaging, since there is synchronous communication where people can revise messages before being sent and review them afterwards. If older users had never used instant messaging, then I would explain Facebook chat as a phone call except the conversation is typed on the computer and messages can be revised before sending and reviewed afterwards. Orlikowski (1992) states that “how users change their technological frames in response to a new technology is influenced by the nature and form of training they receive.” I would train them to wall post, friend request, create photo albums, and tag others in photos. A basic step-by-step guideline for performing these tasks and a list of frequently asked questions could help them adjust their existing technological frames to incorporate these features. These newly learned methods for using Facebook will help constitute an average user’s experience on Facebook.
The rewards that older users feel they are obtaining are important in determining how often they will use Facebook and their overall return on investment with the technology. Grudin (2004) states that users tend to be happy with a new technology “if it makes life easier, more enjoyable, or garners respect.” Facebook may make their lives easier by tracking other’s contact information and helping them to maintain long distance relationships. It also may make their lives more enjoyable by allowing for them to edit a personal profile, display and exchange photos, view friend’s profiles and interests, and keep in touch with multiple people through messaging, wall posting, and direct chat. Users will be able to save time by being able to accomplish all of these features just by learning to use Facebook.
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Using existing frames to build upon seems like a really good way to teach an older audience how to use facebook. Relating facebook to real world experiences will allow them to identify with the program, and not be so overwhelmed. I think it might also be important to distinguish between technologies they may know (email, photo sharing) and the features of facebook, so that they understood exactly how it works, and the rewards of using it.
ReplyDeleteI feel like this will be a rather effective method of introducing members of an older generation to a social networking tool like facebook. However, I don't think that solely training them based on their existing technological frameworks will be sufficient to unleash the full power behind facebook. They really have to believe that it's worth more than their older technologies and that they can get more return out of using it. The effectiveness of the various applications and methods with which to keep track of acquaintances in ways which they would never have been able to in the past.
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