Sunday, October 9, 2016

What do we mean by ‘digital divide’?

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                           Digital divide is a term that refers to the gap between demographics and regions that have access to modern information and communications technology, and those that don't or have restricted access. This technology can include the telephone, television, personal computers and the Internet.


                             The digital divide typically exists between those in cities and those in rural areas; between the educated and the uneducated; between socioeconomic groups; and, globally, between the more and less industrially developed nations. Even among populations with some access to technology, the digital divide can be evident in the form of lower-performance computers, lower-speed wireless connections, lower-priced connections such as dial-up, and limited access to subscription-based content.
                                                                      

                                                                           Source: http://whatis.techtarget.com/definition/digital-divide 


                                 The digital divide often refers to two distinct issues: first, the gap in availability of broadband infrastructure (usually between densely populated urban areas and sparsely populated rural areas); and second, the gap in broadband take-up between certain demographic groups, with socio-economic factors often being key drivers.
                                     Many governments and organisations in Europe are developing broadband policies to address the digital infrastructure divide, by stimulating investment in high-speed broadband infrastructure in rural areas; for example, through the provision of public–private partnerships and structural funds.  The focus of this article, however, is on the options available for tackling barriers to the adoption of high-speed broadband services among lower socio-economic groups, to meet the European Commission’s Digital Agenda for Europe (DAE), which proposes ambitious targets for high-speed broadband take-up.
                                           Only 2% of homes within the EU have taken up ultrafast broadband subscriptions while fixed broadband take-up is only 62%, meaning that 38% of households are still digitally excluded.
                                           The DAE targets are defined as: 100% basic broadband availability to European Union (EU) citizens by 2013; 100% 30Mbps (fast) broadband availability to EU citizens by 2020; 50% 100Mbps (ultrafast) subscriber take-up in homes by 2020According to the EU Scoreboard,1basic broadband coverage is available to over 95% of EU citizens and fast broadband coverage is available to 54%. Yet only 2% of homes within the EU have taken up ultrafast broadband subscriptions – and this is the most relevant statistic to this article.
                                              Analysys Mason’s own research demonstrates that the extent of the digital divide is still quite significant in terms of the take-up of fixed basic, fast and ultrafast broadband services across Europe. Figure 1 shows that fixed broadband take-up is 62% for Europe, meaning that 38% of European premises do not have any fixed broadband connection.2
Figure 1: Broadband take-up among European households in 4Q 2012 [Source: Analysys Mason, 2013]
Figure 1: Broadband take-up among European households in 4Q 2012 [Source: Analysys Mason, 2013]
The primary barriers to broadband adoption can typically be classified as follows:
  • lack of understanding of the relevance and benefits of broadband
  • lack of skills or familiarity with information technologies, or confidence to use them
  • affordability of connection and access fees, and devices with which to access broadband.
The first two barriers can be addressed through government programmes to implement education and demand stimulation initiatives such as the development of e-government, e-health, e-learning and e-business, aimed at encouraging the development and use of new broadband applications.
There is a clear correlation between the affordability of broadband services and the levels of broadband penetration, therefore presenting greater challenges in achieving the DAE's broadband take-up targets for 100Mbps services.
Addressing affordability requires other types of intervention. Our analysis shows a clear correlation between the affordability3 of broadband services and the levels of broadband penetration in a selection of European countries (Figure 2). Affordability will present an even greater barrier to adoption in achieving the DAE’s 100Mbps broadband take-up targets, as high-speed broadband usually consists of higher connection and monthly fees than basic broadband services


Sourcehttp://www.analysysmason.com/About-Us/News/Insight/Bridging-digital-divide-Jul2013/





Causes & Trends of the Digital Divide

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                     In modern societies, the digital divide indicates the emergence of a new form of social inequality. To analyse this concept we study causes of private computer and Internet access with a three-fold model including human capital, family context and social context. The 1997, 2001, and 2003 German Socio-Economic Panel waves contain data on private computer and Internet use, as well as information on past and present socio-economic circumstances. In 2003, membership of technical generations and ethnic background to a large extent determined the use of new technologies.
                     By illustrating the importance of human capital and family context we are able to explain additional differences found for computer and Internet use. Effects of income, gender, and living in a single household are significant.
                     Our study shows that some of the long-term consequences of the 40-year German separation are diminishing with regard to computer use. 
                      We demonstrate that human and social capital are more important than economic capital in explaining private computer and Internet use. Indications for higher social classes to secure or even increase their favourable social positions exist.


                                                                                              Source:http://esr.oxfordjournals.org/content/21/4/409.abstract


Causes of Digital of Divide

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           There are several major contributors to the global digital divide including differences in income, literacy, infrastructure, and even factors such as climate. As expected, the lower income developing countries have less access to the Internet. In countries where people worry about from where their next meal will come, internet access is less likely to be their major concern. Studies of the global digital divide often focus on both internet access and computer availability. Moves to expand computer availability to developing third world countries will help increase access to broadband and can thus help reduce the global digital divide.

             In order to bridge this Digital Divide, global organizations are making long-term investments to collect and distribute technological devices and teach people how to use technology.  Organizations such as the United Nations, World Bank, and other not-for-profit organizations are working toward closing the gap between the digital and non-digital worlds. On-line organizations and bloggers, such as "Bridge The Digital Divide," contribute to the efforts to diminish the Digital Divide by providing online sites where people can donate computers and volunteer to help.
                
        Source: https://sites.google.com/site/digitaldivide1234567890/home/causes-of-the-digital-divide


Factors that create the Digital Divide

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Social factors that contribute to the digital divide include:


  • age
  • gender
  • family structure
  • education
  • ethnicity
  • motivation




Age - It seems to be that young people feel more comfortable with the new technology and are able to benefit from it more than older people.
Older people are less likely to have a computer and are less likely to be interested in using the Internet.



Gender - Boys use computers and the Internet more than girls.


Family structure - Families with children have more computers and Internet access than families without.


Education - In order to benefit from the digital technology people must know how to use it. ICT has become a major subject taught in most schools but many adults did not have the opportunity to learn how to use computers when they were in school.
Literacy skills are important for people to read web pages. Those unable to read well will not benefit from information on the Internet - they may only use computers to play games.



Ethnicity - Different ethnic groups have different attitudes to technology. Many deprived areas of large cities have high numbers of people in differing ethnic groups. This may have an effect on wealth and education.
If English is not a first language - this may cause problems.



Motivation - People may not use computers because they are not interested or they may not see any good reason to.
Some people have a fear of using computers. These people are called 'technophobes'. Their fear is usually due to poor ICT skills.


                         Source:http://vle.moirahouse.co.uk/studentwebsites/ict/theteacherict/ict/ict1_24.htm




Why does the digital divide matter?

It is particularly important to address the digital divide in order to meet the European Commission’s DAE, which proposes ambitious targets for high-speed broadband services.
Analysys Mason conducted the most comprehensive literature survey of the economic benefits of broadband for the European Commission4 and there is a growing consensus that a 10% increase in broadband penetration results in an increase in GDP growth of between 0.9% and 1.5%; therefore, broadband is important for Europe’s economic growth and development. Our study also highlighted the role of broadband in communities in improving education and skills, increasing employment opportunities, saving money by shopping online, reducing crime, and in improving general well-being.
Low-income groups in affordable housing are a target group towards which interventions can be targeted. Affordable-housing providers may therefore consider subsidising broadband infrastructure or service provision to encourage take-up among tenants.
UK statistics5 show that almost half of the UK’s adult population who do not use the Internet live in social housing6 and are in lower socio-economic groups. Although this statistic will vary across Europe, affordable housing tenants present an easily identifiable target group towards which interventions can be targeted. For providers of affordable housing, it has become increasingly important to make a channel shift in how they communicate with tenants and receive payments electronically, in order to increase efficiency and protect rental income. Affordable housing providers may therefore consider subsidising broadband infrastructure or service provision to encourage take-up among tenants.
Without a robust digital inclusion strategy to address the digital divide, lower socio-economic groups will face increased marginalisation and social exclusion. However, with an ever-increasing reliance upon high-speed broadband communications in our daily lives, addressing the digital divide could be the opportunity to develop future-proofed fibre solutions targeted to lower-income groups.

Source:http://www.analysysmason.com/About-Us/News/Insight/Bridging-digital-divide-Jul2013/



Educational Consequences


  • Computer and Internet use in the nation's schools is ubiquitous. „ 
  • Nearly all instructional classrooms in U.S. public schools have computers with Internet access, with an average of roughly 4 computers per classroom. „ 
  • E-rate program provides discounts to schools and libraries for the costs of telecommunications services and equipment ($2 billion per year) „ 
  • Several state, local government and private programs provide laptop computers to schoolchildren (e.g. Maine, $40 million) „ 
  • Extensive literature focuses on the effects of computer use in classrooms „ 
  • The increasing reliance on computers and the Internet for classroom instruction, delivering educational content, and completing homework assignments suggests that disparities in home access to technology or the so-called Digital Divide may have implications for educational inequality.
  • “Home Computers and Educational Outcomes: Evidence from the NLSY97 and CPS,’ (with Daniel Beltran and Kuntal Das)

                                       Source:http://www.fao.org/docs/eims/upload/257344/Fairlie_presentation.pdf

Why Do We Care? Potential Consequences of the Digital Divide „


  • Education „ 
  • Labor Market
  • Communications
  • Politics
  • Consumers „ 
  • Health Information „ 
  • Community Involvement „ 
  • Government „ 
  • Emergency Information
                                                            Source:http://www.fao.org/docs/eims/upload/257344/Fairlie_presentation.pdf