Conceptualising the digital divide

The term “digital divide” emerged in the 1990s to define inequalities in access to the Information Communication Technologies (ICTs), framing it as a matter of having or not having access to ICTs (Compaine 2001). The firsts empirical researches have shown how some specific socio-demographic variables, such as employment status, income, education level, geographic location, ethnicity, age, gender and family structure, influenced the access to the ICTs, creating a digital gap or divide among citizens (domestic digital divide) or countries (global digital divide). Such inequalities have widened during the years, despite the fact that the World Summit on the Information Society, held in Geneva (2003) and then in Tunis (2005) has stressed the idea that no one should be left out from the benefits offered by the information society. The importance of the Internet as a pre-requisite for economic and social development, has been further stressed by the United Nations in 2015 when the Internet has been included among its goals for resolving the most persistent social and economic challenges of our time (UN, 2015: 15). Indeed, in a digital enabled society, part of the human activities depends on how we access, generate and process information. It is then worth asking how the phenomenon of digital divide and digital inequalities has been approached and analysed by both scholars and policy makers and how such approach has changed over the years. Hence, the aim of this chapter is to discuss the change of perspectives in analysing and attempting to bridge the digital divide, and reconceptualise this concept by offering a nuanced theoretical approach to analyses the rise and persistence of digital inequalities

Online but still divided: Inequality in private internet use in Germany

In this analysis, we compare the determinants of the first-level and the second-level digital divide for private internet use in Germany. Our work offers three important innovations. First, we use the exact weekly duration of internet use to explain inequalities in internet intensity, explicitly controlling for non-users. Secondly, we use the frequencies of five different internet applications to further investigate the determinants of the second-level digital divide. Thirdly, we estimate selection models to control for unobserved characteristics of all individuals. Comparing the determinants of the first- and second-level digital divide shows that socio-economic characteristics (age, education, migration) explain inequalities of the first- but not of the second-level digital divide. By contrast, preferences and attitudes regarding new technologies as well as peer effects turn out to be important for both. --digital divide,internet use,peer effects,inequality

Teaching with wikis: addressing the digital divide

This paper addresses some aspects of the digital divide affecting teachers and learners in higher education. These relate to divisions arising from variable rates of technology adoption by teachers, which may be especially problematic when students’ uptake of technology is much more rapid than those who teach them, and also to divisions within the student body which teachers need to accommodate when they plan the design of learning. To address these divisions, we designed a pilot online workshop to prepare a small group of teaching staff at two Australian universities for using wikis in teaching and assessment. Participants were immersed in the experience of collaborating on a project in a wiki as learners, and then asked to reflect on this experience as teachers. We used a participatory action research approach with a view to developing a community of enquiry to investigate this experience for improving future offerings, and informing the participants’ teaching practice. This paper reports on the professional development effort, reflecting on the successes and limitations of the work, and lessons learned in relation to bridging the above aspects of the digital divide. We then comment on the potential for further development in the context of the evolution of learning technology as a research discipline

Teaching with wikis : addressing the digital divide

This paper addresses some aspects of the digital divide affecting teachers and learners in higher education. These relate to divisions arising from variable rates of technology adoption by teachers, which may be especially problematic when students&rsquo; uptake of technology is much more rapid than those who teach them, and also to divisions within the student body which teachers need to accommodate when they plan the design of learning. To address these divisions, we designed a pilot online workshop to prepare a small group of teaching staff at two Australian universities for using wikis in teaching and assessment. Participants were immersed in the experience of collaborating on a project in a wiki as learners, and then asked to reflect on this experience as teachers. We used a participatory action research approach with a view to developing a community of enquiry to investigate this experience for improving future offerings, and informing the participants&rsquo; teaching practice. This paper reports on the professional development effort, reflecting on the successes and limitations of the work, and lessons learned in relation to bridging the above aspects of the digital divide. We then comment on the potential for further development in the context of the evolution of learning technology as a research discipline.<br /

Comprehending the Digital Disparities in Africa

The digital divide has a significant impact on the ways in which information across Africa is developed, shared, and perceived. This opening chapter seeks to analyse the problems and opportunities associated with the ubiquitous digital revolution, providing a cross-disciplinary examination of digital disparities inhibiting social, political, and economic progress across Africa. It also attempts to conceptualise the digital divide in an African setting. It will introduce some of the main concepts associated with the digital divide and analyse them from an African perspective. The chapter also provides specific examples of how various countries in Africa are dealing with problems associated with the digital exclusion of their citizens. This contribution also provides the justification, aims, and objectives of the book before ending with chapter summaries of the collection