When considering which population requires the most support in relation to technology use and adaptation, the elderly community immediately comes to mind. As noted by Meeks (1994), “With an aging world society, policy makers, researchers, and producers need to give more attention to the role of technology in helping the elderly maintain independence and self-sufficiency” (p. 15). Since technology has been advancing so drastically and quickly, it is important to ensure that the elderly community does not fall behind on essential trends. There are many classes offered at libraries and through other entities to help individuals with technology use, but usually, they cater to people from all different demographics. When creating a lesson for the elderly community, there are many additional aspects to consider, and it would be safe to argue that the rate at which elderly people pick up on technological use and the speed at which they are able to perform these tasks independently are vastly different in relation to a younger adult or teenager. As well, the way of instruction must take into consideration features which are important for the elderly regarding their retention of memory and the speed at which the lesson progresses.