A major revelation to me from the current virus is the sad state of our digital system. Because many of us are house-bound, we are using the Internet more often for information, entertainment and socialization. Presumably due to this significantly increased demand, I regularly experience sites that don’t work, buttons that don’t function, pages that freeze or disappear, and everyone’s favorite, the dead-end loop. If my toaster, washing machine or car, even under heavy use, operated in this inconsistent manner, I would return it.

Another digital issue that has frustrated me for years but under current conditions is even worse, is how many sites are programmed. I can’t count the number of times I have opened a new site and then have no idea how to proceed. So, like an idiot, I start clicking on everything on the page—often to no avail. Finally, I give up and X out or I call customer service—and wait, much longer nowadays.

When the rep finally answers—usually a younger person—they will explain how to navigate their site, often in a slightly condescending, solicitous tone. More than once I have asked a rep, “How was I supposed to know that!?” The general answer is, essentially, “It’s common knowledge.” Not to this user!!

My toaster was thoroughly tested for safety and effectiveness before the manufacturer put it out for sale. It doesn’t require an electrical engineer to brown a bagel. I’ve said for several years now that before a new digital product is brought to market, like a new toaster, the programmer’s grandmother must be able to operate the program smoothly first!

The basic problem is these techie programmers take far too much for granted. Like the reps above, they assume all people grew up with technology when many of us haven’t.

An effective educator guides the learner from A to B, then to C, and finally to D; the learner then can discover E on their own. Many available programs today start with C, leaving me, and many other seniors, scratching their head. I would love to place a bunch of these techie nerds in my graduate statistics class and tell them we will start class with Chapter 5. When one of them complains and asks about the first four chapters I’ll say, “That’s common knowledge (to PhDs) and, by the way, how does that feel?”

Clearly, our digital system is fragile. This virus condition should serve as a dire warning that it needs serious attention.

 

Larry F. Waldman, Ph.D., ABPP is a licensed psychologist who has practiced in the Paradise Valley area of Phoenix for over 38 years.  He works with children, adolescents, parents, adults, and couples.  He also provides forensic consultations in the areas of family law, personal injury, and estate planning.  He speaks professionally to laypersons, educators, corporations, and fellow mental health professionals.  He teaches graduate courses for the Educational Psychology Department for Northern Arizona University.  He is the author of “Who’s Raising Whom?  A Parent’s Guide to Effective Child Discipline,” “Coping with Your Adolescent,” “How Come I Love Him But Can’t Live With Him?  Making Your Marriage Work Better,” “The Graduate Course You Never Had:  How to Develop, Manage, Market a Flourishing Private Practice—With and Without Managed Care,” and  “Too Busy Earning a Living to Make Your Fortune?  Discover the Psychology of Achieving Your Life Goals.”