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One of the underlying issues surrounding the digital divide is the notion of social inclusion, specifically referring to the meaningful use of Information Communication Technologies (ICT). Popular sentiment among theorists has been leaning towards bridging the digital divide gap by focusing predominantly on issues of access and the subsequent availability of adequate resources and infrastructure (Dibello, 2005). This approach may be problematic as it fails to appreciate the waning levels of technology and literacy skills that are inherent in many developing countries. Instead, it may be more effective to emphasise the importance of ‘operatability’ achieved through the provision of adequate resources that are more importantly supported by educational programs. This could be considered a more pragmatic way of reducing the impact of the digital divide. There also perhaps needs to be more criticism placed on existing methodologies that tend to over-emphasise the physical presence of computers and connectivity to the detriment of human and social factors that can greatly influence the meaningful use of ICT.
Warschauer (2003) also suggests that there must be a stronger commitment to provide better technology access to all populations. Looking at schools for example, administrators must emphasise the benefits of employing such technologies, which is supported by teachers who must understand the need for incorporating these technologies into their daily programs in meaningful ways (Dibello, 2005) Students must commit to learning and employing technologies in different ways while parents need to support the changes and the need for access to technology as well. Keeping in mind the implications of a widening (more complex) digital divide, it is imperative to focus on what can be done if the needs cannot be met. All interested parties must collaborate to ensure that the integration of existing and emergent technologies is performed in a way that supports the need for adequate education programs at both an administrative and teaching level (Dibello, 2005).
Empowering all students for learning and living in the 21st century has been a goal for stakeholders in the educational process for many years. But many suggest that this generic approach to adopting uniform standards concerning technology integration into communities and schools, has failed to successfully adapt to the more volatile economic and social conditions that exist in less affluent countries (Swain, 2002) This re-iterates the importance of teachers being able to recognise the needs of students both collectively and individually and how to best utilise the resources available to them to enhance student’s positive engagement with ICT, whether it be in Western or Third World countries. The potential result is that teachers and students at all schools and in all types of classrooms will engage in learning activities involving technology that have the potential to enhance student achievement as well as decrease the Digital Divide.
Wikipedia - The Digital Divide
1) Dibello, L. (2005). "Are We Addressing the Digital Divide? Issues Access and Real Commitment," Childhood Education vol. 81, Iss 4 pp.239-241.
2) Swain, C. (2002). "Educators & Technology Standards: Infuencing the Digital Divide," Journal of Research on technology and Education vol. 34, Iss. 3 pp.326-330.
3) Warschauer, M. (2003) Technology and Social Inclusion: Rethinking the Digital Divide, Massachusetts: The MIT Press, ISBN 0262232243.
--Dane C Allen 11:21, 28 Oct 2005 (EST)
