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In view of the potential benefits that computers can bring to older adults, it is advantageous that they acquire a basic understanding of computer function. During the COVID-19 pandemic, it became necessary to register for vaccines online, and this posed a problem for some older adults who were neither knowledgeable in using computers nor had access to the internet. The current study examined older adults' knowledge of computers in a user-friendly manner, regarding their visual and cognitive abilities. Specifically, this study revised and updated an existing test of computer literacy, the Computer Literacy Scale (CLS; Sengpiel & Dittberner, 2008), adapted for older adults, using current technology and online applications. Literacy, as defined in current terms, may differ from the technology used in years past, when applications (apps) and mobile devices (now available in the market) did not exist. Moreover, it is evident that there is a split between older and younger generations of adults, in terms of their knowledge of and access to computers and the Internet. This gap has been recognized as the Digital Divide, defined by Van Dijk and Hacker (2003), as inequality in the type of information barriers associated with access and skills to use computers, due to inadequate education or support. The modified scale, the Internet Computer Literacy Scale (iCLS) used easily recognizable, large symbols and icons, to aid with possible visual difficulties and to capitalize on older adults' strengths in recognition. It was hypothesized that older adults: 1) with higher education would score higher in computer literacy than those with lower education; 2) males would score higher in computer literacy than females; 2a) older adults who used laptops would have higher literacy scores than those who did not; 2b) older adults who used iPads/Tablets would have higher literacy scores than older adults who did not use them; 2c) older adults who used Cell Phones would have higher literacy scores than older adults who did not use Cell Phones; 3) females using smartphones would score higher in computer literacy than males using smartphones; 4) self-taught older adults would score higher in computer literacy than those who took courses on how to use computers; and 5) older adults who used smartphones and tablets would score higher in computer literacy than older adults who used PC's or laptops. The study's participants included 562 older adults 50 to 80 years of age, but after data clean-up, the final sample was reduced to 515. Although the 50 to 80 age range is wide, many adults at the younger end start to retire from work. Visual and perceptual deficits, mental flexibility and thinking through problems, further decline by age 80, as well as speed on tasks that involve a timed response (Howieson, 2015; Murman, 2015). After obtaining IRB approval, the plan was to approach older adults during monthly meetings at AARP, eliciting in-person participation. However, because of the COVID-19 pandemic, participants were recruited via SurveyMonkey and CloudResearch. The data from the study's participants included demographic information and the new Internet Computer Literacy Scale (iCLS). As indicated, the number of participants who completed the study were N = 515, 35% male (n = 180) and 65% female (n = 335), between the ages of 50 and 80. Most participants were aged 50 to 61 (48.7%), followed by 62 to 69 (30.8%), 70 to 77 (17.4%) and 78 to 80 (2.9%). The internal consistency of the iCLS was appropriate, as well as its face and convergent validity with the CLS (Sengpiel & Dittberner, 2008); a factor analysis explained 62.452% of the iCLS cumulative variance in the recognition of symbols/icons section. Only hypothesis one was supported; a Pearson correlation showed that computer literacy scores and education were significantly correlated. (r = 0.202, n = 515, p = 0.001). Participants with higher education levels scored higher than participants with lower education levels. Education was also significantly correlated with annual income, years using a computer, hours per week spent at the computer, knowledge acquired, and gender. To evaluate if computer literacy scores decreased with age, a Kruskal-Wallis H test was conducted by age group (50 to 61; 62 to 69; and 70 to 80). The younger group (50 to 61) was significantly different than the two older groups. However, no significant differences were found between the 62 to 69 and the 70 to 80 age groups. In conclusion, researchers and educators can use the results of this study to encourage life-long learning among older adults. A quest for continued education might improve their quality of life, and keep sharp their skills in using computers and the internet. Conversely, the current study provided evidence that there continues to be a split between older and younger generations of adults, in terms of their knowledge of and access to computers and the Internet. This study supports the Digital Divide theory (Van Dijk & Hacker, 2003), as inequality in the type of information barriers associated with access and skills to use computers point to inadequate education and older age. [The dissertation citations contained here are published with the permission of ProQuest LLC. 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