scholarly journals O LUGAR DAS MULHERES: GÊNERO E INCLUSÃO DIGITAL

2015 ◽  
Vol 2 (1) ◽  
pp. 66-85
Author(s):  
Ariane Durce Maciel
Keyword(s):  
Information And Communication Technologies ◽  
Social Inclusion ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Global Network ◽  
Digital Inclusion ◽  
Women's Lives ◽  
Information And Communication ◽  
History Of ◽  
Historia De Vida

ResumoO artigo faz um panorama das conquistas femininas, buscando identificar as diferenças de gênero no uso e apropriação das Tecnologias de Informação e Comunicação (TICs) como ferramenta de aumento da cidadania das mulheres na busca da igualdade entre os gêneros. A partir de pesquisas bibliográficas e documentais, verifica-se: o confronto inclusão versus exclusão social, com base no acesso às tecnologias digitais no contexto da sociedade do conhecimento; a história de vida e de lutas das mulheres brasileiras permite que as jovens de hoje se deparem com um ambiente mais igualitário em relação às oportunidades abertas pelo acesso à rede mundial de computadores. A PLACE FOR WOMEN: GENDER AND DIGITAL INCLUSION  AbstractIn this article, we trace a general overview of women's achievements, trying to identify differences in gender in the use and appropriation of information and communication technologies (ICTs) as a tool to increase women's citizenship in their search for gender equality. Regarding bibliographical and documental research, it is possible to observe: the conflict social inclusion versus social exclusion, based on access to digital technologies, in the context of the knowledge society; the history of Brazilian women's lives and struggle which allows young women today to encounter a more egalitarian environment in relation to the opportunities that are open through access to a global network of computers.

Digital inclusion

2019 ◽  
Author(s):  
Ronald M. Baecker
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Social Inclusion ◽  
Communication Technologies ◽  
The Internet ◽  
Digital Inclusion ◽  
Digital Devices ◽  
Information And Communication ◽  
The Rich

J. C. R. Licklider, Vannevar Bush, Doug Engelbart, Ted Nelson, and Alan Kay optimistically and exuberantly imagined how computers could better the lives of people. Much of this has come to pass. The Internet supports learning by ‘students’ at all levels. Information on laws, procedures, diseases, and medical care may be found on the web. The Internet now provides the easiest, or in some cases the only, way to pay bills or order items such as books, groceries, and even clothing. It is a means of communication with family, friends, individuals one would like to meet, individuals with whom one could share insights, and potential employers. Music, films, and other means of entertainment stream to our digital devices. This implies that those for whom digital technology is not available are at a disadvantage. The gap between the technology-haves and the technology-have-nots became known in the 1990s as a digital divide. The concept is nuanced; we can speak of availability or scarcity of hardware, such as personal computers (PCs) and mobile phones; of infrastructure such as cellular networks; of communications bandwidth that enables a smooth media viewing experience; of expertise in using the technology; of commitment to its use; and of engagement in the process. Some only consume information; others contribute their ideas via methods such as blogging and tweeting. Yet a better way to describe digital technology widely accessible is the goal of social inclusion, to allow all individuals, regardless of socioeconomic status, location, race, gender, or ability or disability, to take advantage of the benefits of modern computing and telecommunications. To have terminology that is even more evocative, we shall use the more modern and descriptive term of digital inclusion. This has been defined by the International Telecommunications Union as ‘empowering people through information and communication technologies (ICTs)’. The term ‘people’ is meant here to imply all people throughout the world. This chapter will first examine the digital divide between the haves and the have-nots (often the rich and the poor) within several nations. Examples of the benefits of digital inclusion will be cited.

scholarly journals Exclusão / Inclusão: elementos para uma discussão | Exclusion/inclusion: elements for a debate

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Joseilda Sampaio Souza ◽  
Maria Helena Silveira Bonilla
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Social Inclusion ◽  
Communication Technologies ◽  
Information Communication ◽  
Digital Inclusion ◽  
New Ways Of Working ◽  
De Se ◽  
Information And Communication ◽  
Meaning Attribution

Resumo O contexto contemporâneo é marcado pela presença das tecnologias da informação e comunicação, o que potencializam a circulação de informações, a comunicação, novas formas de trabalhar, se relacionar, de aprender e de construir conhecimento. Daí decorre a necessidade de apropriação e uso dessas tecnologias, de se pensar processos de significação, aprendizagem, cidadania, produção de cultura e conhecimento. Assim,  tomando como referência alguns conceitos mapeados relacionados à inclusão digital, buscamos pontuar definir tais conceitos na perspectiva de diferentes autores, de forma a trazer elementos para discussão das questões que perpassam este tema considerado tão complexo.  Palavras-chave Exclusão / inclusão digital, inclusão social, alfabetização digital, acesso e cidadaniaAbstract Our contemporary context is marked by the presence of information and communication technologies, which increase the potential of the the flow of information, communication, new ways of working, to relate, to learn and build knowledge. The need follows for appropriation and use of these technologies, as well as for thinking about processes of meaning attribution, learning, citizenship, culture and production of knowledge. Thus, we refer to some concepts mapped related to digital inclusion, from the perspective of different authors, in order to provide elements for discussion of the issues that permeate this complex subject.Keywords Exclusion / digital inclusion, social inclusion, digital literacy, access and citizenship

To include, or not to include, that is the question: Disability digital inclusion and exclusion in China

2018 ◽  
Vol 20 (12) ◽  
pp. 4436-4452 ◽  
Author(s):  
Zhongxuan Lin ◽  
Liu Yang ◽  
Zhi’an Zhang
Keyword(s):  
Social Exclusion ◽  
Information And Communication Technologies ◽  
Social Inclusion ◽  
Participant Observation ◽  
Communication Technologies ◽  
The Internet ◽  
Chinese Society ◽  
Digital Inclusion ◽  
Social Mechanism ◽  
Information And Communication

Information and communication technologies (ICTs) are increasingly important for people with disabilities (PWDs), suggesting digital inclusion as a possible social mechanism against the social exclusion of disability. This study suggests a more complicated relationship between ICTs and disability. Situated in a Chinese context and based on research methods of ethnographic participant observation and in-depth interviews, this study explains why and how social exclusion of disability in China leads to PWDs’ exodus to the Internet, where they find a possible habitat of digital and social inclusion notwithstanding the risk of more profound social exclusion. The study finally argues that the Internet habitat of PWDs is both a material enclave and a discourse heterotopia for understanding Chinese society, disability, and ICTs. In addition, future studies should further include PWDs in this field.

scholarly journals From Hypotheses and Working Scenarios to Arguments Aimed at Alternating Traditional Training with Computer-Assisted Training

2020 ◽  
pp. 33-43
Author(s):  
Bogdan-Vasile Cioruța ◽  
Alexandru Lauran
Keyword(s):  
Information And Communication Technologies ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Computer Assisted ◽  
Decision Making Problem ◽  
Computer Aided ◽  
Knowledge Age ◽  
Information And Communication ◽  
History Of ◽  
The Moment

Nowadays, the era that we live in can be described as the Information Age, sometimes even as the Knowledge Age. No matter what area of science and technology we look at, it is obvious that we are dealing with an ‘information overflow’ without precedent in the history of mankind. In this context, Educational Sciences are no exception, and recent advances in this field, considering Computer-Aided Training, would have been unthinkable, unmanageable, and unattainable without the support offered by modern information and communication technologies, in the sense of Learning Management Systems. In its turn, Computer-Aided Training via sustainability educational index is integrated into Knowledge Society, where it plays an important role, for educational data-dependent actors, in decision-making, problem-solving, analyzing trends, understanding their customers, and doing research, being closely linked with pedagogical requirements in decades. Through this paper we aim to show that, at the moment, it is appropriate not to rely only on classical training, or on the contrary to deviate too much from it, embracing only computer-assisted training. It is appropriate to be flexible and to choose to carry out the pedagogical act using both variants equally, by alternating them in a modular aspect.

‘Digital Inclusion’

2011 ◽  
pp. 45-64 ◽  
Author(s):  
Cristina Kiomi Mori
Keyword(s):  
Information And Communication Technologies ◽  
Social Inclusion ◽  
Social Dynamics ◽  
Communication Technologies ◽  
Value Systems ◽  
Digital Information ◽  
Digital Inclusion ◽  
Information And Communication ◽  
Consistent Basis ◽  
Digital Gap

In the past twenty years, there has been increasing involvement of governments, societies and communities in initiatives for bridging the digital gap, aiming economic and social development. These efforts are generally called ‘digital inclusion’ policies and projects. The expression ‘digital inclusion’ combines defining terms such as ‘digital divide’ and ‘social inclusion’, together with the assumptions, ideologies and value systems they carry. However, the comprehension of this expression varies among different agents involved. Identifying defining terms and analyzing their corresponding views is essential for improving scientific approach to any theme. This chapter scrutinizes definitions of ‘digital inclusion’, ‘social exclusion’ and related topics from specialized and academic bibliography, as well as from the field, in order to contribute qualifying academic and policy making debates. It proposes that the approaches to ‘digital inclusion’ are connected to concept views about society and social dynamics, State, market, civil society relationships and public policies. The notion of ‘Information Society’ and the purposes of disseminating digital information and communication technologies (ICT) are also present, thus framing ‘digital inclusion’ in different ways. The text concludes that scientific approaches must consider these aspects for addressing ‘digital inclusion’ as an object of analysis in a more consistent basis.

Actions of social and labour inclusion with ICT: an assessment of the Velez-Malaga urban area

2019 ◽  
Vol 6 (1) ◽  
pp. 117-125 ◽  
Author(s):  
Francisco Jose Garcia Aguilera ◽  
Pablo Franco Caballero
Keyword(s):  
Information And Communication Technologies ◽  
Urban Areas ◽  
Social Inclusion ◽  
Knowledge Society ◽  
Communication Technologies ◽  
The Social ◽  
Information And Communication ◽  
Digital Competencies ◽  
Digital Competency ◽  
Determining Factor

In the framework of knowledge society, information and communication technologies, the digital divide is still a determining factor for social inclusion and access to employment processes. In the interest of an inclusive and equitable development of digital competencies, governments and public policies should propose and enhance development programmes and initiatives for different groups of disadvantaged people, as well as the possibility of adult professional reorientation for those who run the risk of not having appropriate qualifications for their jobs. Consequently, it is necessary to ascertain the real situation of different urban areas in order to diagnose existing deficits in digital matters and develop integrated strategies to facilitate the inclusion and improvement of access to employment. The present study describes this reality in the municipal context of Velez-Malaga (Spain) and analyses the effectiveness of the measures put in place to improve the social and labour inclusion of its citizens. Keywords: Inclusion, ICT, employment, digital competency, citizens.

scholarly journals Digital Inclusion without Social Inclusion: The Consumption of Information and Communication Technologies (ICTs) in Homeless Subculture in Central Scotland

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Claire E. Buré
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Phones ◽  
Social Inclusion ◽  
Homeless People ◽  
Communication Technologies ◽  
The Internet ◽  
Digital Inclusion ◽  
Information And Communication ◽  
Mainstream Society ◽  
Socially Excluded

This pilot study examined how homeless people in central Scotland integrate and appropriate mobile phones and the internet into their everyday lives, and the various meanings these information and communication technologies (ICTs) come to hold. It was found that ‘digital inclusion’ does not necessarily lead to ‘social inclusion’ into mainstream society, since homeless individuals tend to use ICTs in ways which reinforce the patterns and practices of their subculture – there is not a standard way of making use of technologies. Many homeless people thereby remain socially excluded in numerous ways despite their somewhat regular use of ICTs. It also emerged that mobile uptake can actually be more ‘inclusive’ than internet uptake.

Introduction to information and communication technologies

2021 ◽  
Author(s):  
Larisa Gagarina ◽  
Grigoriy Kuznecov ◽  
Evgeniy Portnov ◽  
Anna Doronina
Keyword(s):  
Information And Communication Technologies ◽  
Information Technologies ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Federal State ◽  
Multimedia Networks ◽  
Information And Communication ◽  
History Of ◽  
State Educational ◽  
Network Operating Systems

The textbook examines the main milestones in the history of the development of information technologies, computing and computer technology abroad and in Russia. Special attention is paid to the methodology of scientific research in the field of infocommunications. The current sections of the development of telecommunications technologies in the field of multimedia networks and network operating systems are presented. In order to develop practical skills, a laboratory workshop is given. Meets the requirements of the federal state educational standards of higher education of the latest generation. For senior students of technical specialties, postgraduates, researchers, teachers of higher educational institutions, students of advanced training institutes.

scholarly journals Inclusão digital via acessibilidade web | Digital inclusion via web accessibility

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Cesar Augusto Cusin ◽  
Silvana Aparecida Borsetti Gregorio Vidotti
Keyword(s):  
Information And Communication Technologies ◽  
Information Science ◽  
Web Accessibility ◽  
Communication Technologies ◽  
Information Architecture ◽  
Digital Information ◽  
Digital Inclusion ◽  
New Information ◽  
Information And Communication ◽  
Science Information

Resumo A natureza atual da web, que destaca a participação colaborativa dos usuários em diversos ambientes informacionais digitais, conduz ao desenvolvimento de diretrizes que enfocam a arquitetura da informação digital inclusiva para diferentes públicos nas mais diversas ambiências informacionais. A pesquisa propõe e objetiva um ambiente informacional digital inclusivo, visando apontar os elementos de acessibilidade que permitam a promoção da inclusão informacional digital, de forma a destacar os referenciais da Arquitetura da Informação Digital, de recomendações internacionais, com o olhar da Ciência da Informação e das novas tecnologias de informação e comunicação (TIC).Palavras-chave inclusão digital; web; acessibilidade; ciência da informação; arquitetura da informação.Abstract The current nature of the web, which highlights the collaborative participation of users in various digital informational environments, leads to the development of guidelines that focus on the digital inclusive information architecture for different audiences in diverse informational environments. The study proposes an inclusive digital information environment, aiming to establish the elements of accessibility that  enable the promotion of digital inclusion information in order to highlight the references of digital information architecture, the international recommendations, with the perspective of Information Science and the new information and communication technologies (ICT).Keywords digital inclusion; web; accessibility; information science; information architecture.

scholarly journals A inclusão digital no ensino de Ciências: analisando laboratórios virtuais de aprendizagem

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Aline Jaime Leal ◽  
Lenira Maria Nunes Sepel
Keyword(s):  
Science Teaching ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Communication Technologies ◽  
Learning Objects ◽  
Digital Inclusion ◽  
Cd Rom ◽  
Information And Communication ◽  
Learning Labs

Resumo: Os Laboratórios Virtuais de Aprendizagem (LVA) são páginas web, softwares ou CD-ROM que contêm um conjunto de objetos de aprendizagem, os quais possibilitam a realização de atividades experimentais, preferencialmente, através da simulação de equipamentos, materiais e variáveis. Este trabalho foi realizado com o objetivo de descrever características relevantes para que um LVA auxilie o processo de ensino e aprendizagem de Ciências. Para isso, foram selecionados 30 artigos científicos, publicados entre 2001 e 2015, que aplicaram LVA no Ensino de Ciências, compreendendo as três subáreas: Biologia, Física e Química. Esses artigos abrangeram três idiomas (Espanhol, Inglês e Português) e foram selecionados por apresentarem pesquisa de opinião dos usuários e/ou avaliação da aprendizagem dos alunos após o uso do LVA. Analisou-se os LVA quanto a conteúdo abordado, nível de ensino a que foi destinado, recursos didáticos disponíveis, formato, metodologia empregada na sua aplicação e tipo de avaliação a que foi submetido (opinião do usuário e/ou aprendizagem dos alunos). Desta forma, a partir da opinião dos usuários (alunos e professores), bem como das concepções dos autores dos trabalhos analisados, identificou-se que determinadas características são consideradas relevantes para um LVA facilitar o processo de ensino e aprendizagem de Ciências. Dentre elas, destacam-se: apresentar o conteúdo teórico de forma clara e sucinta; ser fácil de usar para promover a inclusão digital de seus usuários; ser atrativo e interativo para despertar o interesse e motivação dos alunos, bem como a comunicação entre seus usuários; apresentar vários métodos avaliativos para acompanhar o processo de aprendizagem dos alunos.Palavras-chave: Tecnologias da Informação e Comunicação. Atividades práticas experimentais. Laboratório Virtual de Aprendizagem.  DIGITAL INCLUSION IN SCIENCE TEACHING: ANALYZING VIRTUAL LEARNING LABORATORIESAbstract: Virtual Learning Labs (LVA) are web pages, softwares or CD-ROM which contain a set of learning objects which allow carrying out experimental activities, preferably through simulation of equipment, materials and variables. This work was conducted with the aim of describing relevant features for which a LVA helps the process of teaching and learning of Science. For this purpose, 30 scientific articles have been selected, published between 2001 and 2015, applied LVA in Science Teaching, comprising three sub areas: Biology, Physics and Chemistry. These articles covered three languages (Spanish, English and Portuguese) and were selected for containing users opinion survey and/or learning evaluation of the students after using LVA. LVA was analyzed relating to the content, teaching level to what it was intended, available didactic resources, format, used methodology in your application and type of assessment to that it was submitted (opinion of the user and/or students' learning). In this way, from the opinion of users (students and teachers), as well as the authors' conceptions of analyzed works, it was identified that certain characteristics are considered relevant for LVA facilitates the process of teaching and learning Science. Among these features it can be highlighted: to introduce the theoretical content in a clear and succinct way; to be easy to use to promote digital inclusion of users; to be attractive and interactive to awaken students’ interest and motivation, as well as the communication between their users; to introduce several evaluation methods to monitor the learning process of the students.Keywords: Information and Communication Technologies. Practical experimental activities. Virtual Learning Lab.

Sign in / Sign up

Export Citation Format

Share Document