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Journal articles on the topic 'Digital divide Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Jerrin, Neil Beeto, and Bhuvaneswari G. "Digital Divide." International Journal of Asian Education 2, no. 3 (2021): 327–32. http://dx.doi.org/10.46966/ijae.v2i3.191.

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As this world progresses towards a phase where digital modes of education are no longer considered optional, it has become mandatory and the only means of schooling due to the effects of the pandemic, Covid-19. The education sector is now entirely under the wing of digitalization to accomplish its objectives. Even though education can only be carried out through digital means, the ease of accessibility for digital modes for people from every socioeconomic sector cannot establish the concept of 'Digital Divide.' This term explains the breach between people who do not have the resources to utilize the digital realm. This breach between the people in the Digital Divide universe lurks the agendas of Marxism. The people who are privileged to access digital life are the ones who are from a well-established socioeconomic background/ sector, and the underprivileged ones are from a sector where the accessibility of the digital modes of life, even for education, are hectic because of their socioeconomic standards. Thereby, an image of how Marxist agendas is on the Digital Divide's shadows can be seen.

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Coyle, Karen. "Digital Divide." Journal of Academic Librarianship 33, no. 6 (2007): 708–9. http://dx.doi.org/10.1016/j.acalib.2007.09.005.

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Idiegbeyan-ose, Jerome, Christopher Nkiko, Mary Idahosa, and Nwanne Nwokocha. "Digital Divide." Journal of Cases on Information Technology 18, no. 3 (2016): 29–39. http://dx.doi.org/10.4018/jcit.2016070103.

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This paper discussed digital divide, issues and strategies for intervention in Nigerian libraries. It defined digital divide as the gap that exist between countries, within countries, individuals, families and so on in their access and usage of Information Technology facilities such as the internet, computers, laptops, various handheld devices, application software etc. The paper also discussed the causes of digital divide comprising finance, level of education, location of the individual and language as well as discussing the effects of digital divide to encompass inequality in access to information; ineffective services to users, libraries being unable to satisfy their clientele. The paper went further to discuss the present state of ICT facilities adoption and use by Libraries in Nigeria, compared to their equals in developed countries. The paper pointed out that most Nigerian libraries are far from full automation and Internet connectivity; the staff lack technical skills to build and maintain ICT for enhanced service delivery; libraries in rural areas of these developing countries are more neglected as available ICT facilities and internet connections are mostly available and accessible in the urban areas thus, those leaving in the rural areas are cut off from the numerous benefits of ICT. The paper concluded that Digital divide is a menace that affects information availability and access; growth and development in between countries and within countries and has led to inequality in access and use of ICT facilities as such, Nigerian libraries should wake up to their responsibilities by providing the required infrastructure needed to bridge the gap to prevent the escalation of digital divide. The paper finally recommended the formulation and implementation of ICT policy, adequate funding of libraries by those concerned, education and training of human resources to build and maintain ICT facilities, curriculum innovation by library schools so as to inculcate ICT courses for skills acquisitions of the professionals, improvement of maintenance culture and eradication of corruption in the entire system to enable developing countries take advantage of ICT facilities, make progress and move along with modernity and global sophistication.

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Light, Jennifer. "Rethinking the Digital Divide." Harvard Educational Review 71, no. 4 (2001): 709–34. http://dx.doi.org/10.17763/haer.71.4.342x36742j2w4q82.

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The term digital divide entered the American vocabulary in the mid-1990s to refer to unequal access to information technology. However, public debate has addressed the digital divide as a technical issue rather than as a reflection of broader social problems. In this article, Jennifer Light critically analyzes how access to technology is constructed as a social problem and examines the particular assumptions about technology and inequality that frame the debate. Drawing on historical examples, Light examines why hopes that technology would improve society have often not been fulfilled. The author examines the striking asymmetries between the current and earlier debates about the relationship between technology and society. She invites us to consider the different ways in which the problem of access to technology has been constructed, and suggests that these differences may generate ways to enrich the current debate and begin a conversation about more robust solutions. (pp. 710–734)

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Gregory, Kay, and Joyce Steelman. "Cresting the Digital Divide." Community College Journal of Research and Practice 32, no. 11 (2008): 880–82. http://dx.doi.org/10.1080/10668920802394438.

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Peral-Peral, Begoña, Jorge Arenas-Gaitán, and Ángel-Francisco Villarejo-Ramos. "From digital divide to psycho-digital divide: Elders and online social networks." Comunicar 23, no. 45 (2015): 57–64. http://dx.doi.org/10.3916/c45-2015-06.

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The present study analyzes the evolution of the concept of the digital gap with the elderly from the perspective of active ageing and in the context of the use of online social networks as a communication instrument. We consider that socio-demographic variables are not enough to explain the elderly’s use or non-use of Information and Communication Technologies (ICT). Psychological variables, such as cognitive age, technology anxiety and the level of adventurousness complement the former and can even explain more the elderly person’s behaviour regarding the use of online social networks. The results come from a sample of elderly people who are students of an Experience Classroom in a university. They allow us to confirm that our doubts about the stereotype of the elderly concerning the digital divide are correct and that the psychological variables serve to a greater extent to show the significant differences with respect to determining their profile. The elderly user of online social networks feels younger, experiences a lower level of technology anxiety and is more adventurous. In general, psychological characteristics therefore offer a more discriminant power than those that are socio-demographic. This is why we propose the concept of a psycho-digital divide. En el presente estudio analizamos la evolución del concepto de la brecha digital para los mayores desde la perspectiva del envejecimiento activo y en el contexto de la utilización de las redes sociales como instrumento de comunicación. Consideramos que las variables socio-demográficas no tienen suficiente poder para explicar la utilización o no de las tecnologías de la comunicación (TIC) por los mayores. Las variables de corte psicológico, como la edad cognitiva, la ansiedad tecnológica o el nivel de audacia complementan a las anteriores, e incluso, pueden ser más explicativas del comportamiento del mayor con relación a la utilización de redes sociales. Los resultados provenientes de una muestra de mayores, alumnos del Aula de Experiencia de una universidad, nos permiten confirmar que nuestras dudas acerca del estereotipo de los mayores respecto a la brecha digital son acertadas y que las variables psicológicas sirven, en mayor grado, para mostrar las diferencias significativas existentes entre usuarios y no usuarios de redes sociales en cuanto a la determinación del perfil de los mismos. El usuario mayor de redes sociales se siente más joven, experimenta un menor nivel de ansiedad tecnológica y es más audaz. En general, las características psicológicas ofrecen, por tanto, mayor poder discriminante que las socio-demográficas, por ello proponemos el concepto de brecha psico-digital.

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7

Finn, Seth, and John G. Inman. "Digital Unity and Digital Divide." Journal of Research on Technology in Education 36, no. 3 (2004): 297–317. http://dx.doi.org/10.1080/15391523.2004.10782417.

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Day, Brian A. "EDITORIAL Digital Divide/Digital Opportunity." Applied Environmental Education & Communication 2, no. 3 (2003): 131–32. http://dx.doi.org/10.1080/15330150390218234.

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9

Stellefson, Michael, Beth Chaney, and Don Chaney. "The Digital Divide in Health Education." American Journal of Health Education 39, no. 2 (2008): 106–12. http://dx.doi.org/10.1080/19325037.2008.10599023.

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10

Chen, Jie-Qi, and Valerie Price. "Narrowing the Digital Divide." Education and Urban Society 38, no. 4 (2006): 398–405. http://dx.doi.org/10.1177/0013124506287910.

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Gibbs, Michael G., Anthony J. Dosen, and Rosalie B. Guerrero. "Bridging the Digital Divide." Urban Education 44, no. 1 (2008): 11–29. http://dx.doi.org/10.1177/0042085908318528.

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12

Bangou, Francis. "Examining the “Digital Divide”." International Journal of Information Communication Technologies and Human Development 2, no. 4 (2010): 27–41. http://dx.doi.org/10.4018/jicthd.2010100103.

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Since the concept of “digital divide” first appeared, many researchers have argued for a more nuanced definition that highlights its complexities and better reveals its impact on the appropriation of ICTs. In this paper, the author analyzes the experiences of six Master of Education (M.Ed.) pre-service teachers learning to integrate ICTs into their practice. These case studies demonstrate how novice teachers’ learning processes can be impacted by the unequal distribution of the temporal, material, mental, social, and cultural resources available (van Dijk, 2005). A number of pedagogical and curricular recommendations for the M.Ed. program are then provided.

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Di Pietro, Giorgio. "Changes in Italy's education‐related digital divide." Economic Affairs 41, no. 2 (2021): 252–70. http://dx.doi.org/10.1111/ecaf.12471.

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Nawaz, Allah, Abid Hussain, and Aamir Sohail. "DIGITAL TECHNOLOGIES FOR ONLINE HIGHER-EDUCATION: THE CREATORS AND KILLERS OF DIGITAL DIVIDES." DECEMBER 01, no. 02 (2020): 201–11. http://dx.doi.org/10.53664/jsrd/01-02-2020-08-201-211.

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The digital technologies have gained continuous momentum during the last decades in emerging economies. Contemporary world is divided into ‘haves’ and ‘have-nots’ on the basis of access to information and communication technologies (ICTs) mainly internet. This is called digital-divide: classification of the global-community into digitally literate and illiterate citizens. ICTs are said to be the main cause of this problem however the same technologies offer opportunities to not only bridge the digital divide but also improve life particularly, higher-education. This paper brings together the experience and viewpoints of researchers about the definition, causes, ICT-based solutions and hurdles in implementing online higher education in the universities to manage digital-divides in the developing countries. Based on the literature about the digital technologies and its application in the different spheres, it is argued that ICTs are not threats rather the opportunities provided they are harnessed in tune with the human and non-human contexts of the higher education in Pakistan.

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15

Ferri, Paolo. "Digital and Inter-Generational Divide." International Journal of Digital Literacy and Digital Competence 1, no. 1 (2010): 1–23. http://dx.doi.org/10.4018/jdldc.2010101901.

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Digital divide can be considered a macro economical index representing the social differences and the separation between the North and the South of the world. Since the first definition of digital divide, it has been shown that it is also a great and unrecognized problem in the developed countries, especially in the field of education. “Digital disconnection” is a key problem for School and University as institutions. In this article, the above questions are widely analyzed with a special attention on the spreading gap between digital natives (i.e., young students), and digital immigrants (i.e., parents, teachers and policymakers in the school).

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Goodfellow, Marianne, and Barbara Wade. "The Digital Divide and First-Year Students." Journal of College Student Retention: Research, Theory & Practice 8, no. 4 (2007): 425–38. http://dx.doi.org/10.2190/0655-01q3-2113-22jq.

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Ching, Cynthia Carter, James D. Basham, and Eunice Jang. "The Legacy of the Digital Divide." Urban Education 40, no. 4 (2005): 394–411. http://dx.doi.org/10.1177/0042085905276389.

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Igun, S. E. "Bridging of Digital Divide in Africa." International Journal of Information and Communication Technology Education 7, no. 1 (2011): 11–20. http://dx.doi.org/10.4018/jicte.2011010102.

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This paper discusses the gap created by an international digital divide in Africa. The paper focuses on bridging the digital divide that exists between the developed countries and Africa, especially in the use of the internet and Global System Mobile (GSM) communication services. Issues like bridging the international digital divide, digital divide and Africa, bridging the digital divide in African’s universities and libraries, the revolution of GSM in Africa, and effects of government policies and regulations, challenges facing Internet Providers (ISPs), benefits of GSM services in Africa are also discussed. In this paper, the author reveals the commendable penetration of GSM but poor connectivity of the internet in Africa. Problems hindering penetration of the internet and GSM in Africa are mentioned. Recommendations that lead to bridging of this internet gap are highlighted.

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19

Rogers, Sylvia E. "Bridging the 21st Century Digital Divide." TechTrends 60, no. 3 (2016): 197–99. http://dx.doi.org/10.1007/s11528-016-0057-0.

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20

Abu-Shanab, Emad. "The Digital Divide and Its Influence on Public Education Diffusion." International Journal of Technology Diffusion 3, no. 4 (2012): 36–47. http://dx.doi.org/10.4018/jtd.2012100104.

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It is evident that information and communication technologies (ICTs) have improved performance and efficiency for different types of organizations. One of the important applications of ICT in public and private businesses is related to education, where electronic learning (e-learning) is a domain that became a paradigm more than a specific application. To utilize the full benefits of e-learning in public education and to exploit the diverse options of e-learning and specifically the synchronization of learning, digital divide is becoming an important obstacle that prevents teachers, students, and society members from benefiting from this phenomenon. Governments are striving to bridge the digital divide so that equal opportunities for education are guaranteed for their citizens in urban and rural areas. It is vital to explore the influence of digital divide on rural areas and how it affects the learning process. This study will explore the digital divide phenomenon, its relationship to e-learning concepts, how governments bridge this divide through e-government options, and finally, conduct an empirical test that explores the perceptions of students living in rural areas around the digital divide and its relationship to e-learning and education.

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21

Hill, Christopher, and William Lawton. "Universities, the digital divide and global inequality." Journal of Higher Education Policy and Management 40, no. 6 (2018): 598–610. http://dx.doi.org/10.1080/1360080x.2018.1531211.

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22

Luttrell, Regina, Adrienne Wallace, Christopher McCollough, and Jiyoung Lee. "The Digital Divide: Addressing Artificial Intelligence in Communication Education." Journalism & Mass Communication Educator 75, no. 4 (2020): 470–82. http://dx.doi.org/10.1177/1077695820925286.

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Artificial intelligence (AI) has gained both momentum and importance within society over the past several years. This article provides an opening for further discussion to the broader social and digital media research community and those interested in answering important questions related to these areas by leveraging a focused, productive approach. In supporting future educational endeavors within the communication classroom, and specifically to this topic, we propose five important considerations that will move the conversation forward. The considerations within this article are meant to engage scholars in intellectual conversation and to provide an initial foundation for the direction of communication education. They are not meant to be an exhaustive list, but rather initiate discussions within education and research addressing implications emerging technologies have had on our field and what could be incorporated into the media and communication curriculum to prepare educators and students alike.

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Gorski, Paul, and Christine Clark. "Multicultural Education and the Digital Divide: Focus on Race1." Multicultural Perspectives 3, no. 4 (2001): 15–25. http://dx.doi.org/10.1207/s15327892mcp0304_5.

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Clark, Christine, and Paul Gorski. "Multicultural Education and the Digital Divide: Focus on Gender." Multicultural Perspectives 4, no. 1 (2002): 30–40. http://dx.doi.org/10.1207/s15327892mcp0401_6.

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Gorski, Paul, and Christine Clark. "Multicultural Education and the Digital Divide: Focus on Language." Multicultural Perspectives 4, no. 2 (2002): 30–34. http://dx.doi.org/10.1207/s15327892mcp0402_7.

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Gorski, Paul, and Christine Clark. "Multicultural Education and the Digital Divide: Focus on Disability." Multicultural Perspectives 4, no. 4 (2002): 28–36. http://dx.doi.org/10.1207/s15327892mcp0404_6.

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Anthony, Josephine, and Sudarsan Padmanabhan. "Digital Divide And Equity In Education: A Rawlsian Analysis." Journal of Information Technology Case and Application Research 12, no. 4 (2010): 37–62. http://dx.doi.org/10.1080/15228053.2010.10856195.

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Sun, Gordon H. "The Digital Divide in Internet-Based Patient Education Materials." Otolaryngology–Head and Neck Surgery 147, no. 5 (2012): 855–57. http://dx.doi.org/10.1177/0194599812456153.

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The ubiquity of the Internet has led to the widespread availability of health-related information to the public, and the subsequent empowerment of patients has fundamentally altered the patient-physician relationship. Among several concerns of physicians is the possibility that patients may be misinformed by information obtained from the Internet. One opportunity for health care providers to address this problem exists within Internet-based patient education materials (IPEMs). According to recent research in Otolaryngology–Head and Neck Surgery, IPEMs found within professional otolaryngology websites are written at the 8th- to 18th-grade reading comprehension level, essentially unchanged over the past 3 years. This greatly exceeds the fourth- to sixth-grade reading level recommended by the National Institutes of Health. Benefits, strategies, and challenges to improving the readability of IPEMs are discussed.

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Ercikan, Kadriye, Mustafa Asil, and Raman Grover. "Digital divide: A critical context for digitally based assessments." education policy analysis archives 26 (April 16, 2018): 51. http://dx.doi.org/10.14507/epaa.26.3817.

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Student learning is increasingly taking place in digital environments both within and outside schooling contexts. Educational assessments are following suit, both to take advantage of the conveniences and opportunities that digital environments provide as well as to reflect the mediums of learning increasingly taking place in societies around the world. A social context relevant to learning and assessment in the digital age is the great differences in access to and competence in technology among students from different segments of societies. Therefore, access and competency in relation to technology become critical contexts for evaluations that rely on digitally based assessments. This chapter examines the digital divide between students from different segments of the society and discusses strategies for minimizing effects of digital divide on assessments of student learning. The research focuses on two types of demographic groups—gender and socioeconomic status (SES) groups—that have been highlighted in research on the digital divide. The research utilizes data from IEA’s International Computer and Information Literacy Study (ICILS) 2013 for Grade 8 students administered in 21 jurisdictions around the world. It thus provides an international perspective on digital divide as an important context for international assessments as well as assessments within jurisdictions such as Mexico that are conducting assessments in digitally based environments.

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Robinson, Hal. "Bridging the Digital Publishing Divide." Logos 31, no. 4 (2021): 44–68. http://dx.doi.org/10.1163/18784712-03104004.

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Abstract An anthropological view of the publishing industry sees it as a culture with its own assumptions and patterns, in which publishing companies are macro-communities associated with micro-communities of readers. Anthropology sees ‘digital culture’ in a comparable way. Awareness of the cultural characteristics of publishing as a culture and of digital culture can turn their differences into synergies that benefit both. Examples from anthropological research and from publishing show that some processes are comparable. One is the process in which material value is transformed into cultural value, with the benefit of increasing the cohesion of a community. Another occurs when communities interlink their cultural processes in cultural–commercial ecosystems, to mutual benefit. Anthropological insights suggest how strategies, at project level and at the level of international cooperation, can bridge the cultural divide between traditional publishing values and digital opportunities and so help businesses survive and succeed in times of change.

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Marzano, Gilberto, and Velta Lubkina. "THE DIGITAL GENDER DIVIDE: AN OVERVIEW." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 413. http://dx.doi.org/10.17770/sie2019vol5.3849.

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It has been observed that women, especially in developing countries, have significantly lower technology participation rates than men. This is generally considered to be the result of socio-cultural attitudes related to the expected role of women in society. The consequence is the low percentage of women working in the high-tech industry. However, nowadays, women make ample use of internet technology and access social media just as much as men.This article will explore the issue of the digital gender divide, focusing on which factors can impede and/or facilitate access to and use of digital technologies. It represents the preliminary results of an ongoing research conducted within a bilateral project entitled “Gender aspects of digital readiness and development of human capital” that involves the Latgalian region in Latvia and the Ternopil region in Ukraine, two regions that share similar socio-economic problems.The aim of the research is to increase the level of women’s inclusion in the labor market of the future, which itappears will be increasingly dominated by digital technologies. From this perspective, reducing the digital divide is crucial, but alternative forms of digital education will need to be introducedin order to facilitate the acquisition of digital competences.

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Kaba, Adboulaye, and Raed Said. "Bridging the digital divide through ICT." Information Development 30, no. 4 (2013): 358–65. http://dx.doi.org/10.1177/0266666913489987.

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Bridging the gap of the digital divide can play an important role in education, employment and economic growth of any country. The present study attempts to examine and analyze the digital divide status of the Gulf Cooperation Council (GCC) countries compared with countries of the Association of Southeast Asian Nations (ASEAN) and other Arab countries. It uses 19 indicators of four factors adapted from The Global Information Technology Report 2009–2010 to measure the digital divide. Findings of the study indicated that GCC countries have a better ICT infrastructure than the ASEAN and other Arab countries. Similarly, the results of the study revealed that GCC nations have more ICT users than the ASEAN and other Arab countries. However, the study found no significant differences among these groups of countries in regard to government support and usage of ICT. Findings of the Analysis of Variance (ANOVA) show that, across the three groups of countries, the influence of ICT infrastructure is consistently significant in narrowing the digital divide. The regression results also prove a significant relationship between government support for ICT and government usage of ICT.

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Sampath Kumar, B. T., M. T. Basavaraja, and R. Gagendra. "Computer literacy competencies among Indian students: the digital divide." Asian Education and Development Studies 3, no. 3 (2014): 267–81. http://dx.doi.org/10.1108/aeds-03-2014-0007.

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Purpose – The purpose of this paper is to investigate computer literacy competencies among rural and urban students in India and its prime objectives are to find out: how rural and urban students use computers, what is the purpose of computers for these students and what problems have the students encountered while using computers. Design/methodology/approach – Scheduled interviews were conducted to collect necessary data from rural and urban students. The interview schedules consisted of various questions designed to elicit details about the students’ use of computers. A total of 600 interview schedules were collected and data were analyzed using Statistical Package for the Social Sciences for windows to test the formulated hypothesis. Findings – The findings of the study indicate that the infrastructural facilities varied among rural and urban schools. Another notable finding of the study was that majority (91.33 percent) of urban students used computers compared to a significantly less percentage of rural students (32.33 percent). Most rural students have not used computers mainly because they do not know how to (49.75 percent) followed by lack of support from teachers (48.76 percent) and non-availability of computers in their schools (48.27 percent). Electrical power failure was another major problem faced by both urban students (31.75 percent) and rural students (40.20 percent). Originality/value – This study attempted to learn about the computer literacy competencies among the students and the digital divide in Indian schools. On the basis of the findings, the study has recommended guidelines to bridge the digital gap. These findings and recommendations will potentially be helpful to school authorities and the government in order to take the necessary measurements to bridge the digital gap between the rural and urban students.

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UNDERWOOD, JEAN D. M. "Rethinking the Digital Divide: impacts on student-tutor relationships." European Journal of Education 42, no. 2 (2007): 213–22. http://dx.doi.org/10.1111/j.1465-3435.2007.00298.x.

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Vandenbroeck, Michel, Griet Verschelden, Tom Boonaert, and Liesbeth Van Haute. "Changes in the digital divide: a case from Belgium." British Journal of Educational Technology 38, no. 4 (2007): 742–43. http://dx.doi.org/10.1111/j.1467-8535.2007.00698.x.

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Chundur, Suguna. "Digital Justice." Journal of Community Informatics 16 (December 22, 2020): 118–40. http://dx.doi.org/10.15353/joci.v16i0.3485.

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As technology use permeates many parts of society there are still groups where the penetration of technology is low: adults with little exposure to technology during their traditional learning years, users from lower SES, lower education levels, resulting in a digital divide between the digital haves and have-nots. This paper presents a community-based, mixed methods research project that endeavored to study the phenomenon of digital divide through a set of theoretical frameworks: Rawls’ principles of justice as fairness provided the overall social justice umbrella, Sen’s capability approach grounded the study in the specificities of learners’ lives and acknowledged learner diversity, and Horton’s cultural education, Freire’s critical consciousness, and Eubanks’ critical technology education provided the pedagogical lens to understand the importance of the critical learning process in digital education. The findings from the study support the concept of situated or contextual technology that seeks to increase the benefits of technology for adult learners while providing them the tools to manage complex digital environments through relatable instruction, user-centric design for technological tools and interfaces, and more robust government action in alleviating the digital divide through well-designed digital literacy programs.

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Şandor, Sorin Dan. "Digital divide in the EU countries from the Danube Region." Central and Eastern European eDem and eGov Days 325 (March 1, 2018): 79–86. http://dx.doi.org/10.24989/ocg.v325.7.

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The paper analyzes digital divide in the EU Countries belonging to the Danube Region. Based on data from Eurobarometer 84.2 October 2015, digital divide (both in terms of access and usage) is assessed and then discussed in the light of the evolutions of digital divide in the last ten years for the countries from the region as reflected by Eurostat data. The influence of the most important factors mentioned in the literature (age, education, gender, rural-urban split, socio-economic status) is analyzed for each country. The results show us that digital divide, while declining, is still of concern in the area. We found that age is a common factor for digital divide in all the cases and education is not influencing the digital divide in any of the countries in discussion. For the other factors their influence varies from country to country.

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Pandey, Iswari P. "Literate lives across the digital divide." Computers and Composition 23, no. 2 (2006): 246–57. http://dx.doi.org/10.1016/j.compcom.2006.02.004.

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A. Buzzetto-Hollywood, Nicole, Hwei C wang, Magdi Elobeid, and Muna E Elobaid. "Addressing Information Literacy and the Digital Divide in Higher Education." Interdisciplinary Journal of e-Skills and Lifelong Learning 14 (2018): 077–93. http://dx.doi.org/10.28945/4029.

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Aim/Purpose: The digital divide and educational inequalities remain a significant societal problem in the United States, and elsewhere, impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess, and address, the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university in Maryland developed an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign, pre and post testing in computer applications courses; and a student perception survey. Methodology: A multi-methodological approach was applied in this study which relied on survey results, pre and post testing of students enrolled in introductory and intermediate computer applications courses, and scores from five years of placement testing. Student pre and post test scores were compared in order to examine degree of change, and post test scores were also assessed against five years of scores from the same test used as a placement for incoming freshmen. Finally, a student perception and satisfaction survey was administered to all students enrolled in the courses under consideration. The survey included a combination of dichotomous, Likert-scaled, and ranking questions and was administered electronically. The data was subsequently exported to Microsoft Excel and SPSS where descriptive statistical analyses were conducted. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students specifically enrolled at minority serving institutions. As such, this paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. The students included in this study are representative of those enrolled in Historically Black Colleges or Universities (HBCUs) in the United States, giving this paper broad implications across the country. Internationally, most countries have populations of first-generation college students from under-served populations for whom a lack of digital readiness is an also an issue therefore giving this study a global relevance. Findings: The digital divide is a serious concern for higher education, especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution do not come to college with the technology skills needed for academic success. Pre and post testing of students, as well as responses to survey questions, have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. The total sample size for this study was over 2,800 individuals as data from 2690 IC3 tests administered over a five year period were considered, as well as 160 completed surveys, and pre and post testing of 103 students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research help to shed light on a problem that desperately needs to be addressed by institutions of higher education, which is the realities of the digital divide and the under preparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies.

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Kreps, Gary L., David Gustafson, Peter Salovey, et al. "The NCI Digital Divide Pilot Projects: Implications for cancer education." Journal of Cancer Education 22, S2 (2007): S56—S60. http://dx.doi.org/10.1007/bf03174347.

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Esteban Jr., Alfredo M., and Mary Joy P. Cruz. "Digital Divide in Times of Pandemic among Teacher Education Students." OALib 08, no. 04 (2021): 1–12. http://dx.doi.org/10.4236/oalib.1107323.

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Jha, Ajeya, and Jaya Rani Pandey. "An Empirical Note on Health Information Digital Divide." International Journal of Asian Business and Information Management 8, no. 2 (2017): 15–34. http://dx.doi.org/10.4018/ijabim.2017040102.

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Availability of healthcare information on internet has made it possible for patients or their relatives to search for such information. This study was undertaken to find answers to such questions. In all 754 respondents participated in the survey. The variables selected from literature survey and exploratory study are Health Information Digital Divide, Income, Having E-mail id, access to internet, geographical location, Education, family-type, age and gender. As the data is categorical the significance of difference has been calculated using Chi-square test. Later discriminant analysis was conducted to predict patients who make online health information search and the ones who do not. The result show that Income, Having E-mail id, access to internet, geographical location, Education and gender are significant factors that determine the propensity of people for online healthcare search. Age and family-type, however, were found to have no impact on such a behavior. Using discriminant analysis 94.5 percent patients who make online health information search could be correctly predicted.

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Giavrimis, Panagiotis Efstratios, and Souzanna-Maria Nikolaou. "Teachers’ Views on the Digital Divide in Greece: A Qualitative Approach." International Journal of Social Science Research 8, no. 2 (2020): 46. http://dx.doi.org/10.5296/ijssr.v8i2.16579.

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The purpose of this study is to investigate teachers’ views on the digital divide and its implications in the field of Primary education in Greece. The research questions were related to the conceptualization of the digital divide by teachers, its consequences and the role of teachers. A total of 22 elementary school teachers were selected out of which 8 were male and 14 were female. The semi-structured interview was used as a research tool and an interview guide was developed that had four themes. The first theme concerned teachers' conceptualizations on the digital divide, the second theme was related to the use of ICT in education, The third theme was about the consequences of the digital divide and the fourth theme included questions about how to deal with the digital divide. The results conclude that the teachers: a) signify the digital divide in a comprehensible way, distinguishing its forms, the factors that influence it, and their implications in their daily social life and educational practice, b) refer to the social inequalities being created in the social environment and c) education policy in Greece is often not supportive of teachers’ work.

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Cooper, J. "The digital divide: the special case of gender." Journal of Computer Assisted Learning 22, no. 5 (2006): 320–34. http://dx.doi.org/10.1111/j.1365-2729.2006.00185.x.

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Essien, Essien D. "Ethical Implications of the Digital Divide and Social Exclusion." International Journal of Innovation in the Digital Economy 9, no. 1 (2018): 14–25. http://dx.doi.org/10.4018/ijide.2018010102.

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Despite that global internet usage continues to expand given the increase in the number of computer ownership and Internet access, a divide persists between information rich and information poor, which is people with lower incomes, education levels, skill and capacity, minorities, as well as those living in rural areas. Building on numerous researches on the digital divide, this study argues for a different set of metaphors by which digital divide should be understood, valued and managed. It examines the understanding that the digital divide is inevitably tied to the concept of social inequalities in every society. With an insight provided for understanding the independent and different layers of the digital divide, a criterion on appropriate approach toward tackling the problem of digital divide is thus supplied. Findings have significant implication for cumulative research on the subject of digital divide in Africa.

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Clark, Kevin. "Using self-directed learning communities to bridge the digital divide." British Journal of Educational Technology 34, no. 5 (2003): 663–65. http://dx.doi.org/10.1046/j.0007-1013.2003.00358.x.

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Katsinas, Stephen G., and Patricia Moeck. "THE DIGITAL DIVIDE AND RURAL COMMUNITY COLLEGES: PROBLEMS AND PROSPECTS." Community College Journal of Research and Practice 26, no. 3 (2002): 207–24. http://dx.doi.org/10.1080/106689202317245419.

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Ishii, Kumi. "The Human Side of the Digital Divide: Media Experience as the Border of Communication Satisfaction with Email." Journal of Technical Writing and Communication 35, no. 4 (2005): 385–402. http://dx.doi.org/10.2190/chej-2cw4-6bny-9lrt.

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Electronic mail (email) has rapidly become one of the most prominent communication media, and a substantial amount of information is processed by it in the contemporary workplace. It is well known that digital technology produces a “digital divide.” In addition, it is well examined that the digital divide produces cognitive differences (e.g., knowledge gaps) among users. Yet, little is known about affective disparities. In addition, few studies on the digital divide were undertaken in organizational setting. This study considers the human side of the digital divide in an organizational setting and investigates if the digital divide exists in the workplace by examining multiple dimensions of communication satisfaction. The data from 303 university employees indicates that email experience differentiates communication satisfaction with amount of email and email use for equivocal tasks.

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Domínguez Castillo, J. Gabriel, Edith Juliana Cisneros Cohernour, Miguel Angel Suaste Escalante, and Ileana del Socorro Vázquez Carrillo. "Reducing the Digital Divide in Vulnerable Communities in Southeastern Mexico." PUBLICACIONES 49, no. 2 (2019): 133–49. http://dx.doi.org/10.30827/publicaciones.v49i2.9305.

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In the XXI century, it is crucial for people belonging to vulnerable and highly marginalized communities have access to telecommunications and have the minimum skills required to use technology, as they are rapidly becoming a tool for transmitting and obtaining information. In today information society, remains a digital divide between those who have access to technological computing resources and Internet, and those who do not, presenting a constant challenge for the development of our people. This paper analyzes the impact of a mixed training program, called: REBREDIG-PJA for the reduction of the digital divide in young and adult people from a vulnerable community in southeastern Mexico, which presents high levels of social marginalization. The results of this study are discussed under the guidelines of the National Development Plan (2013-2018) and the National Digital Strategy (2013) for Mexico and are compared with the guidelines stated in the State Development Plan (2012-2018) for Yucatan.

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Chaliyan, Ummuhabeeba. "DIGITAL DIVIDE: A GENDERED GULF BETWEEN MALE AND FEMALE IN INTERNET USAGE." International Journal of Research -GRANTHAALAYAH 6, no. 5 (2018): 9–16. http://dx.doi.org/10.29121/granthaalayah.v6.i5.2018.1415.

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This paper quantifies and analyses the issue gender digital divide which has been prominent in discussions of the information society. The phenomena digital divide can in brief be defined as inequality of Internet access. But access alone does not solve anything; the actual problem about digital divide is very complex. While it would be very interesting to explore the relationship between the digital divide and gender identity among the multiple faces of digital divide based on age, job, nation, education etc. Researchers were quick to observe that women tend to be latecomers to the digital age. As a consequence, the new technology was popularly portrayed as a male domain.

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