As technology moves forward at an ‘ever-increasing rate’ (Nicholls, 1999) parts of society will be able to move with it but there are other parts, which will be left behind. ‘Initial adoption of the Internet in Australia has been through advantaged groups in terms of income, occupational class, education and region.’ (Willis & Tranter, 2002)
There are many different parts, or classes, in society but to make it simple, here we will just consider two main classes, the poor and the rich. The main problem with leaving a class of society behind is that the already disadvantaged will become even more so. (Nicholls, 1999) ‘Key demographic variables, like income and education drive the policy questions surrounding the Internet. These variables are important because they are the most likely to have a differential impact on the consequences of interactive electronic media for different segments of our society.’ (Hoffman et al, 2000) In other words, the poorer class will be disadvantaged as they will not have the wide range of access to the Internet and technological developments as those from the upper-class of society.
However, there are certain developments that will help those of lower-socio economic classes to bridge the digital divide gap. For example, Internet cafes are found in most cities, which mean you don’t need to own your own computer to access the net. Web access is also available in a majority of schools and universities, which makes study and research easier for students. Although these developments are definitely progressing in the right direction, ‘the problems are far more deeply entrenched than that.' (Nicholls, 1999) Research conducted by the Australian Bureau of Statistics (ABS) late last year (1998) revealed that despite these factors, cost remains by far the most significant barrier to people purchasing a computer.’ (Nicholls, 1999)
The problem also extends to experience. (Nicholls, 1999) For example, if a child is born into a low socio-economic family, then it is very unlikely that his or her parents have not had much experience with computers and the Internet and so will find it hard to introduce their children to these new technologies. Similarly, as the Internet is a relatively new innovation young people seem to be much more experienced than older people. (Willis & Tranter, 2002) Although this is not necessarily class related, the principle is the same and so the problem is the same.
In relation to class, the simplest solution to the problem of the digital divide is to educate as many people as possible. The more people that are aware that there is a growing problem, the more people there will be willing to help fix it.
Links to Wiki Sites
Links to Other Sites
The Australian Bureau of Statistics is Australia's official statistical organisation, who assist the government and the community by providing high quality, objective and responsive statistics.
The World Internet Project is designed to watch the social, economical and political changes the Internet has on the world.
Willis, S, Tranter, B (2002) Beyond the Digital Divide: Socio-economic dimensions of Internet Diffusion in Australia, University of Tasmania, viewed 16 October 2004 < http://www.sisr.net/digitaldivides/papers/pdf/SueWillis_BruceTranter.pdf >.
Nicholls, S (1999) The Digital Divide, The Australian Newspaper, published on the 27 February 1999
Hoffman, D, Novak, T, Schlosser, A (2000) ‘The Evolution of the Digital Divide: How Gaps in the Internet Access May Impact Electronic Commerce’, Vanderbilt University, viewed 8 September 2004, <http://www.ascusc.org/jcmc/vol5/issue3/hoffman.html# >
Katy Clarke 16:45, 20 Oct 2004 (EST)
