The Digital Divide
IntroductionThe digital divide separates the world into two groups of people: those who are able to access technology and those who are not. The ability to access technology requires at least three things: the skill set needed to use the technology, the desire to use the technology, and physical access to the technology. Clearly, different groups lack in different areas. The general population is very diverse and can be compared in many ways, but studies on the digital divide often focus on several ways of dividing people into groups whose computer and technology use can be compared: education, location, and gender. You may be wondering why it is important to remove this divide. Some of the areas necessary for access to technology are obvious obstacles that should be removed (ie. skill sets and physical access). An area that may not be quite so clear is the desire to use the technology. Why is it important to increase the access of those who don't want to use technology? Some of the most notable answers to this question are that technology has become so prevalent that it is necessary to use it to some degree to participate fully in society. Also, since technology use has become so universal, if we want to stay current and make advances as a country, it is necessary for our population to be comfortable and adept at using technology. Finally, no matter what the reason for lack of technological access (eg. location, preference, etc.), the reduction of the digital divide will result in an increase in equality for all members of society.
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...by studentsThe digital divide exists even among computer science students. It seems like the majority of students here grew up playing video/computer games, but there are at least a few of us who didn't. I tend to be a little lost whenever the conversation turns to a discussion about the tactics that will enable you to win quickly in some sort of multi-player strategy game, or when a popular game "from our youth" is used an example to illustrate a concept. This is partly because I grew up with Macintosh computers at a time when there weren't many games available for them, and partly because I just didn't have much interest in playing them. One instance that stands out in my mind occurred during a programming competition, when we were told that we had to implement a certain game, that was evidently one that most had played in the past. An outline of the rules was included with the question, but because the author (and most competitors) had played this game before, the rules didn't make it completely clear to me how one player won over another player. I attempted to draw out one of the sample games, but due to the fact that I'd been working out problems for quite some time already, I managed to mess up the drawings, and just confused myself further. I didn't end up figuring out how the game worked until after the competition, which was incredibly frustrating. In this case, it would really have helped me if I had played more video/computer games as a child. |
Education
Access to and use of technology can be examined in relation to education. Someone may use technology more or less depending on their education level, and they may need technology to succeed academically. Consider use of the internet. In one study, approximately one third of 15-19 year olds reported first using the Internet for school related needs[1]. Also, the education level of those who reported not using the Internet tended to be less than that of Internet users[1]. This trend remains consistent when income is taken into account. That is, when comparing groups with the same education level, the group with the higher income will contain more Internet users, but this group will have less users than a group with the same income, but a higher level of education[3].
Things to Think About
How often do you use computers for schoolwork? How would your competency level with them help or hinder you?
Is there a difference in how often those with different education levels need to use technology? Is this a real difference or a perceived difference?
Location
A person's access to computers can be analyzed with respect to where they live. Whether they live in a rural or urban area will affect their ability to access certain technologies like the Internet, and will also affect what they use the Internet for.
For example, access to a highspeed Internet connection tends to be less widely available in rural areas than in urban areas. In some rural areas, dial-up Internet is the only choice. Many websites load very slowly with this type of connection, which could cause frustration for rural Internet users. This could also affect what rural users use the Internet for. If their Internet connections are slow, it is less likely that they will use it in their free time, for activities such as downloading music or watching videos. However, their relative distance from others or lack of cell phone service may prompt them to use the Internet more than urban groups for communication (ie. e-mail, instant messaging).
Things to Think About
Would you use the Internet more or less if you lived somewhere other than where you do? If it was easier or harder to get connected to the Internet, would you use it more or less?
Do you think those with a slower Internet connection are at a disadvantage? How about those who don't rely on it for communication?
Gender
One of the more apparent divides is between genders. While the same percentage of both males and females report using computers[2], their reasons differ.
In a study of Canadians 15 years of age and older, the percentage of the population using computers for either personal or school/work reasons was examined. Among the females, it was found that 60% reported using computers for school or work, and 40% reported using them for personal reasons. Among the males, these percentages were approximately flipped (61% reported personal, 39% reported school/work). [2]
Also, in a study of 15 year old Canadians, about 10% fewer females reported that they agreed that working with computers was important, that their motivation for using a computer was interest, and that working with computers was fun. [2]
Finally, in the study of 15 year olds, the largest gap reported between the males and females was in those who rated their computer skills as "excellent" - the difference was more than 20% between females and males who rated their computer skills as "excellent". [2]
Things to Think About
Why do you think these differences exists?
Have you noticed these differences? What are some ways this could be changed?
Summary
The digital divide is an issue that may not be apparent to those who use technology on a daily basis. It is easy to take something as prevalent as computers are in our society for granted, but it is important to be aware of these issues, so that we can better understand the difficulties that others may face. Conversely, those who do not use technology as often, or for as many applications may not be aware that others do.
The divide occurs in many different divisions of people, some of which are education, location, and gender. The ways the divide occur in each population may be different and may include skill level, interest, and access to the physical technology.
Clearly, this is an important topic. The understanding achieved from further study could be used to reduce this divide or perhaps eliminate it altogether.
Further Readings
1. http://en.wikipedia.org/wiki/Digital_divide
2. http://www.statcan.gc.ca/pub/56f0004m/56f0004m2002007-eng.pdf
References
1. Dryburgh, Heather, Changing our ways: Why and how Canadians use the Internet, Statistics Canada – Catalogue no. 56F0006XIE. Retrieved November 26, 2009, from http://www.ocol-clo.gc.ca/docs/e/Changing_our_Ways.pdf
2. Looker, E.D., and Thiessen, V., Beyond the Digital Divide in Canadian Schools: From Access to Competency in the Use of Information Technology, Social Science Computer Review, Vol. 21 No. 4, Winter 2003. Retrieved November 26, 2009, from http://ssc.sagepub.com.proxy1.lib.umanitoba.ca/cgi/reprint/21/4/475
3. Sciadas, George, The Digital Divide in Canada, Statistics Canada - Catalogue no. 56F0009XIE. Retrieved November 26, 2009, from http://dsp-psd.tpsgc.gc.ca/Collection/Statcan/56F0009X/56F0009XIE2002001.pdf
4. van dijk, J., and Hacker, K., The Digital Divide as a Complex and Dynamic Phenomenon, The Information Society, 19: 315–326, 2003. Retrieved December 8, 2009, from http://web.ebscohost.com.proxy1.lib.umanitoba.ca/ehost/pdf?vid=5&hid=11&sid=eb0d1406-b74b-4acf-8231-6812e9181891%40sessionmgr10
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