scholarly journals Bridging Indonesia’s Digital Divide: Rural-Urban Linkages?

2018 ◽  
Vol 22 (1) ◽  
pp. 17 ◽  
Author(s):  
Aulia Hadi

While Indonesia is recorded as one of the greatest social media republics in the world, the gap of rural-urban internet access remains a great challenge. As reported in the 2016 Information and Communication Technology (ICT) Indicators, the number of households with internet access in rural areas is nearly half of those in urban areas; 26.3% and 48.5% in a consecutive way. Rather than simply seeing the internet as a medium, this paper discusses the internet as material culture; therefore, it goes beyond the access and focuses on the ways people use the internet to define their culture. From this perspective, this paper draws the two levels of the digital divide of Indonesian rural-urban dwellers. Lack of motivation and limited material access due to social inequality is at the very base of the digital divide. Subsequently, digital skills and usage deepen the digital divide. While splitting people into either rural or urban categories often produces misleading policies, this paper proposes the rural-urban linkages to bridge the digital divide in Indonesia. The rural-urban linkages particularly incorporate the flow of people and information across space as well as the interconnection between sectors, such as agriculture and service.

2020 ◽  
Vol 12 (6) ◽  
pp. 2424 ◽  
Author(s):  
Lisha Ye ◽  
Huiqin Yang

The digital divide in rural areas is an important social issue, especially in developing countries. Although Internet and broadband penetration have increased in the world generally, there are many obstacles for rural China to get access to ICT (Information and Communication Technology) and its services. The mobile platform is regarded as a novel and effective tool to reduce the digital divide. Based on a case of one mobile platform, namely WeCountry in Chinese rural areas, this study illustrates how a mobile platform bridges the digital divide and helps rural areas achieve social inclusion. Results show that: (1) the mobile platform mainly acts on the digital capability divide elimination, and it has to guide and increase users’ usage capability; (2) the mobile platform can empower villagers in structural, psychological, and resource dimensions, achieving political inclusion, social participation inclusion, and economic inclusion; (3) platform providers and government are key organizations during the divide elimination process. This paper concludes with theoretical and practical implications.


2018 ◽  
Vol 17 (1) ◽  
pp. 134
Author(s):  
N.M.A.E.D. Wirastuti ◽  
I.G.A.K.D.D. Hartawan ◽  
I.M.A. Suyadnya ◽  
D.C. Khrisne

Along with the advancement of science and technology, all teachers especially primary school teachers areexpected to have the ability in the field of information and communication technology (ICT). So that teacherscan teach using ICT-based learning media. By using multimedia learning model, teachers will be able to doteaching more interactive, fun, and motivate learners to be more active. The goal of this program is toimprove the ability and competence of teachers in Elementary School (SD) Imbas in Kintamani Village areasin creating multimedia-based ICT learning media. In this community service activities, it is given counselingand training about the introduction of the Internet and the development of multimedia-based ICT learningmedia using Microsoft PowerPoint, create teaching materials in PDF format, create teaching materials inimage display (JPEG) and apply teaching materials in activities learning in the class. The purpose of this activity is the participants understand of the importance in using ICT for supporting learning and teachingactivities multimedia-based learning media. Participants also understand of how to create learning materialsin PowerPoints format, create files in the form of .pdf, and generate. JPG files. Teachers will also be trainedon how to enrich multimedia-based learning materials using internet access.


2014 ◽  
Vol 17 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Syarifuddin Syarifuddin

Development of information and communication technology (ICT) has brought changes for the people of Indonesia. With ICT, community can easily access a variety of information and support jobs. But the problem that arises is the uneven penetration of ICT in all parts of Indonesia, including in South Sulawesi. Giving rise to the digital divide as well as the weakness of ICT literacy. Therefore, this study aims to determine the ICT literacy community in South Sulawesi. The method used in this study is a survey with a quantitative approach. The results show that ICT (computer, mobile phone, and internet) has been used by communities in South Sulawesi. Among the three media, mobile phone has the highest number of penetration followed by computer and the internet. The majority of respondents have also entered into 5 levels of ICT literacy mobile phones and computers as an integral part of daily activities. While the internet was still in level 3 where they have been used but not significantly.


2019 ◽  
Vol 1 (1) ◽  
pp. 7-16
Author(s):  
Nori Sahrun ◽  
Sularno Larno

Container which is considered one of the greatest role in the world of information and communication technology is the internet. Generally, any person already have internet access, so the use of the Internet as a medium of information and knowledge to provide convenience. In the medical field utilizing the Internet as a means of interaction for the purposes of providing information to the public, which will then more often we refer to as a web-based information systems. In this case the web-based information system is a system that utilizes focused web method in a network the Internet is used as a means of interaction information, both in terms of service delivery schedule and type of specialist medical services.


2019 ◽  
pp. 232-236
Author(s):  
Christiana N.N.

There is no doubt that modern life is dominated by technology. Although it has been rightly said that what is wrong with education cannot be fixed with technology, there is a universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in the dissemination of knowledge and information. Already, Nigeria is on the wrong side of the international digital divide, as it has not made significant effort to integrate ICT into secondary school curriculum. A great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the use of ICT in secondary education in Nigeria. It identifies the high cost of computer hardware and software, weak infrastructure, lack of human skills and knowledge in ICT, and lack of relevant software appropriate and culturally suitable to Nigeria as the major stumbling block of the adoption of ICT in secondary education in Nigeria. Also, secondary schools in Nigeria are not given adequate funds to provide furniture, relevant textbooks and adequate classroom let alone being given adequate fund for high-tech equipment. At present the cost of subscribing to the Internet is too high for many of the impoverished secondary schools in Nigeria. Nigeria needs ICT to aid teaching, learning and educational management. ICT is an instrument for economic and technological development in the 21st century. Therefore, Nigeria cannot afford to be on the wrong side of the digital divide.


2007 ◽  
Vol 32 (4) ◽  
pp. 9-16
Author(s):  
Susan Tregeagle

This paper presents the findings of qualitative research on the use of mobile phones and home access to the Internet amongst some Australian welfare service users. It shows that a digital divide – the exclusion of some groups from information and communication technology – goes well beyond access to hardware. Phones are often unavailable and access to the Internet is contingent on infrastructure, technical support and individual interest. Access to the Internet at home is poor and, even when available, the way in which mobile phones and the Internet are used appears deeply affected by poverty, literacy and age. These findings present challenges for those concerned about vulnerable children’s ongoing disadvantage. Welfare agencies wishing to use the potential advantages of information and communication technology with families need to address patterns of use and the many barriers to access.A glossary of ICT terms used in this article is presented at the end of the paper.


Author(s):  
Atwi Suparman

The revolution of information and communication technology (ICT) has brought the new millennium into an information era. The general consensus is that we have entered the information age and that we will not be exempted from the current forces of technological development and globalization (Taylor, 1998), have been acknowledged and realized. Nevertheless, in less advantaged countries, it has also raised a lot of worries. As with other countries, the Indonesian government is determined to harness the use of information and communication technology (ICT) for increasing the country’s national competitiveness. The initial step was done through the establishment of the Indonesian Telematics Coordinating Team (known as TKTI) in 2000, consisting of all cabinet ministers and chaired by the Vice President of Indonesia at the time, Megawati Soekarnoputri. In 2001, the ICT national plan was formulated by Presidential Decree No. 6/2001 (“Guidelines for the Development and Implementation of ICT in Indonesia”), which states the government’s general policy towards ICT and calls on TKTI to take an active role to drive ICT implementation in Indonesia (International Telecommunication Union, 2002) Indonesia is one the largest countries within ASEAN with a population of over 215 million. The country is mostly water (81%) with five big islands and about 14 thousands of small islands. Despite the economic crisis, which started in 1997, Indonesia has progressively increased its telecommunication network over the last decade. Nowadays, Indonesia ranks number 13 within the top 20 countries with highest number of Internet users (Internet World Stats, 2006). However, the percentage of Internet users to the total population is only about 8.1 %. This is slightly lower than the Internet penetration in China (8.5%) and much lower than that in other ASEAN countries such as Malaysia (36.7%) and Singapore (67.2%). According to Internet World Stats (2006), the growth of ICT users in Indonesia within the last five years was phenomenal (800%), increasing the number from around 2 million (in 2000) to about 18 million (in 2005). Nevertheless, only about 8% or only around 1.5 million of those users are Internet subscribers (APJII, 2006). The increase in user number was initially due to the expansion of Internet access points provided by Internet Kiosks (known as WARNET), which are mostly owned by private individual business enterprise. A survey conducted by APJII in 2002 showed that about 43% of users accessed Internet from WARNET (APJII cited in International Telecommunication Union, 2002). The rest accessed Internet from offices (41%), homes (12%), and schools/universities (4%). The growth of WARNET gave a lot of hopes to Indonesians who can not afford to have computers and Internet access in their personal homes and work places; and had helped increase the Internet penetration in Indonesia significantly. However, the later survey in 2004 showed a significant decrease in the number of Internet users surfing from the WARNETs. Nugroho (in Purbo, 2005) reported that this was caused by the reduced number of WARNET from approximately around 2,500 in 2002 to about only 1,724 in early 2004. Discussion in various mailing lists blamed the high telecommunication tariffs for the decreased number of those Indonesian WARNETs. “Other explanations included the conversion of WARNETs into gaming centers, illegal tariffs imposed by local governments, and some local governments requiring WARNETs to apply for a license to operate as entertainment center” (Purbo, 2005, p. 103)


2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Brigitta Balázs

A XXI. században a digitális készségek, kompetenciák elengedhetetlen feltételek a munka világában, így az iskolapadból kilépő diákoknak, - amellett, hogy ez a tevékenység már mindennapi készségszintjük-, tudatosan kell alkalmazni ezeket. A tanároknak nagy felelősségük,hogy a digitális kompetenciákat fejlesszék, lépést tartsanak a virtuális világgal. A mai digitális korban csak a tankönyv alapú oktatás nem felel meg az elvárásoknak, olyan szintre emelkedett az információs és kommunikációs technológia fejlődése, hogy az az oktatásnélkülözhetetlen része kellene, hogy legyen. A diákok nagy része rendelkezik okostelefonnal, internet-szolgáltatással, hisz ennek a generációnak a folytonos online kapcsolat alapfeltétel, ígyaz oktatás is rákényszerül, hogy reagáljon a változásokra. Digitális környezetben új megvilágításban jelennek meg a didaktikai alapelvek és feladatok, amelyek segítik tanulóközpontú tanítást.In the XXI. century digital skills and competency are necessary for most jobs so school leavers must use them consciously though it is their everyday routine. The teachers are the ones who are responsible for developing digital skills and keeping up with the virtual world. In this digital era the book-based education is not enough. The development of information and communication technology is so fast that it must be considered in education as well. Most students have smart phones, internet access, for them being online continuously is a must soconsequently education should react on these changes too. In this digital environment the didactic principles and tasks appear in a completely new context that support student- orientated teaching.


Author(s):  
Muhammad Anif ◽  
Sarono Widodo ◽  
Sidiq Syamsul Hidayat ◽  
Eddy Triyono ◽  
Endro Wasito ◽  
...  

Access to the Internet, as well as Information and Communication Technology (ICT) in general, is nowincreasingly needed by the wider community, including by the pesantren community. The community of pesantren needInternet media to expand access to sources of knowledge, publish the activities of pesantren, as well as a medium ofpesantren da’wah in cyberspace. Due to the lack of use of ICT in pesantren, then not all ICT components can be utilized.This community service partner is Pesantren Yasin Kudus, who wants to apply ICT to support learning for students(called santri), by providing smooth and healthy Internet access at affordable cost. The problem faced is Internet accessthat only depends on one Internet Service Provider (ISP), so if the connection on the ISP is failed then Internet accessbecomes disturbed. The solution offered is the use of two ISP connections as an Internet access network, by applying loadbalancing technology using Per Connection Classifier (PCC) method so that loading of traffic on both ISPs can bebalanced. With this program, partners can utilize Internet access from both ISPs optimally


2018 ◽  
Vol 1 (2) ◽  
pp. 12
Author(s):  
Pedro Vitor de Sousa Guimarães ◽  
Sandro César Silveira Jucá ◽  
Renata Imaculada Soares Pereira ◽  
Ayrton Alexsander Monteiro Monteiro

This paper describes the use of a Linux embedded system for use in digital information and communication technology in order to generate image warnings using Internet of Things (IoT) prin- ciples. The proposed project generated a product, developed using concepts of project-based learning (ABP), called SECI (electronic internal communication system) that is accessed by students to view online warnings by distributed monitors and also by mobile devices connected to the Internet.


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