E-Learning as Social Inclusion

2011 ◽  
pp. 603-606
Author(s):  
D. Casacuberta
Keyword(s):  
Digital Divide ◽  
Social Inclusion ◽  
Digital Content ◽  
Digital Inclusion ◽  
Motor Disabilities ◽  
Problems And Solutions ◽  
E Learning

When talking about excluded people and how to develop programs towards digital and social inclusion, there has been little research to individuate targets. So far, there seems to be only two main subdivisions: • People with either sensorial or motor disabilities who may benefit from specific technologies in order to assure accessibility to digital content. • People that are digitally illiterate and therefore have to be taught the basics on using the computer and basic applications. Nevertheless, it is quite clear that the digital divide is a multidimensional phenomenon, and therefore, that digital inclusion strategies will benefit a lot if more specific strategies are developed, individuating problems and solutions related more closely to individual experiences. The aim of this article is to show how e-learning can be used as an e-inclusion tool to help excluded people improve their lives and be socially included.

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.

Toward Digital Inclusion

2018 ◽  
pp. 373-394
Author(s):  
Giuseppe Anzera ◽  
Francesca Comunello
Keyword(s):  
New Media ◽  
Human Factors ◽  
Digital Divide ◽  
Social Inclusion ◽  
Operational Definition ◽  
Digital Inclusion ◽  
Digital Divides ◽  
Complex Relationships ◽  
Definition Of ◽  
The Relationship

This chapter addresses the relationships between social inclusion and digital divide(s), mainly focusing on the conceptual frameworks that provide the basis for rethinking the relationship between technological, social, and human factors. Redefining the digital divide has deep consequences on the theoretical and empirical framework we apply to the digital divide and to the related social inclusion processes. It is widely acknowledged that the label digital divide can be partially misleading, because it is mostly emphasizing a binary dimension (haves vs. have not) and a mere technological dimension. In order to achieve a clear operational definition of the digital divide, we should avoid some misleading myths characterizing the debate and focus on the complex relationships between technological, social, and human factors (a dichotomous conceptualization, a narrow understanding of the technological factors involved, a technological deterministic approach), adopting, instead, an enabling technology approach. Therefore, the authors introduce a multilevel model for analyzing digital divides (Comunello, 2010), with a main focus on new media literacy (the model considers not only mere technology availability, but also real access, advanced reception practices, technical skills, content production, networking skills). Finally, they review some empirical methods for studying the digital divide, trying to underline how a more nuanced framework for analysing the digital divide can be adopted by empirical research.

Toward Digital Inclusion

2014 ◽  
pp. 62-82
Author(s):  
Giuseppe Anzera ◽  
Francesca Comunello
Keyword(s):  
New Media ◽  
Human Factors ◽  
Digital Divide ◽  
Social Inclusion ◽  
Operational Definition ◽  
Digital Inclusion ◽  
Digital Divides ◽  
Complex Relationships ◽  
Definition Of ◽  
The Relationship

This chapter addresses the relationships between social inclusion and digital divide(s), mainly focusing on the conceptual frameworks that provide the basis for rethinking the relationship between technological, social, and human factors. Redefining the digital divide has deep consequences on the theoretical and empirical framework we apply to the digital divide and to the related social inclusion processes. It is widely acknowledged that the label digital divide can be partially misleading, because it is mostly emphasizing a binary dimension (haves vs. have not) and a mere technological dimension. In order to achieve a clear operational definition of the digital divide, we should avoid some misleading myths characterizing the debate and focus on the complex relationships between technological, social, and human factors (a dichotomous conceptualization, a narrow understanding of the technological factors involved, a technological deterministic approach), adopting, instead, an enabling technology approach. Therefore, the authors introduce a multilevel model for analyzing digital divides (Comunello, 2010), with a main focus on new media literacy (the model considers not only mere technology availability, but also real access, advanced reception practices, technical skills, content production, networking skills). Finally, they review some empirical methods for studying the digital divide, trying to underline how a more nuanced framework for analysing the digital divide can be adopted by empirical research.

Toward Digital Inclusion

2017 ◽  
pp. 388-409
Author(s):  
Giuseppe Anzera ◽  
Francesca Comunello
Keyword(s):  
New Media ◽  
Human Factors ◽  
Digital Divide ◽  
Social Inclusion ◽  
Operational Definition ◽  
Digital Inclusion ◽  
Digital Divides ◽  
Complex Relationships ◽  
Definition Of ◽  
The Relationship

This chapter addresses the relationships between social inclusion and digital divide(s), mainly focusing on the conceptual frameworks that provide the basis for rethinking the relationship between technological, social, and human factors. Redefining the digital divide has deep consequences on the theoretical and empirical framework we apply to the digital divide and to the related social inclusion processes. It is widely acknowledged that the label digital divide can be partially misleading, because it is mostly emphasizing a binary dimension (haves vs. have not) and a mere technological dimension. In order to achieve a clear operational definition of the digital divide, we should avoid some misleading myths characterizing the debate and focus on the complex relationships between technological, social, and human factors (a dichotomous conceptualization, a narrow understanding of the technological factors involved, a technological deterministic approach), adopting, instead, an enabling technology approach. Therefore, the authors introduce a multilevel model for analyzing digital divides (Comunello, 2010), with a main focus on new media literacy (the model considers not only mere technology availability, but also real access, advanced reception practices, technical skills, content production, networking skills). Finally, they review some empirical methods for studying the digital divide, trying to underline how a more nuanced framework for analysing the digital divide can be adopted by empirical research.

scholarly journals Entre a inclusão e a democracia digital: a atuação do Estado e do terceiro setor em comunidades pobres da região metropolitana do Recife | Between digital inclusion and digital democracy

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Jonatas Ferreira ◽  
Maria Eduarda Da Mota Rocha
Keyword(s):  
Social Inequality ◽  
Digital Divide ◽  
Social Life ◽  
General Public ◽  
Social Inclusion ◽  
Empty Space ◽  
Digital Inclusion ◽  
Digital Inequality ◽  
Social Actors ◽  
Digital Democracy

Resumo A acumulação histórica de capitais econômicos e culturais vem determinando padrões diferenciados de acesso à revolução informacional. Em geral, esse problema tem sido tratado pelas políticas públicas a partir de uma série de conceitos que convergem para as idéias polares de ‘exclusão’ e ‘inclusão digital’. A partir dessa perspectiva, a solução do problema da desigualdade se apresenta como um percurso que os atores precisam fazer de um lugar vazio, de uma tabula rasa, para outro de prosperidade, numa clara atualização da visão dos atores em posição subalterna como seres faltantes.  Recentemente, surgiu uma proposta de estimular a democratização das tecnologias digitais não como forma de simplesmente suprir uma falta, mas como estratégia de empoderamento. Apesar disso, não há consenso com relação ao modo como a desigualdade digital deve ser tratada, se a partir de investimentos visando à inclusão, se a partir de investimentos que capacitem camadas pobres da população a interferir na vida social em sentido amplo. Com base em pesquisa realizada em 8 instituições, mapeamos iniciativas de inclusão digital e analisamos como essas duas visões se traduzem em sua prática.Palavras-chave inclusão digital; democracia; desigualdadeAbstract The historical accumulation of economic and cultural capitals has been determining unequal patterns of access to the informational revolution. In general, public policies deal with this problem by recurring to concepts that converge to the polar ideas of “digital divide” and “digital inclusion”. From this perspective, the solution to the problem of social inequality is presented as the trajectory that social actors need to undertake from an empty space, from a tabula rasa, to another of prosperity – a clear actualization of the perception of social actors in a subaltern position as lacking beings. More recently, a proposal for stimulating the democratization of ICTs has emerged, that is, not simply intending to fill in a gap, but sustaining the necessity to develop strategies of empowerment. Despite this, there is no agreement on how digital inequality has to be dealt with, whether by investments aiming at social inclusion, or by investments that would enable poor layers of the population to intervene in social life in a broader sense. Based on interviews in 8 institutions, this paper maps out initiatives of digital inclusion and analyzes how these two views are translated in practice.Keywords digital inclusion; democracy; inequality;

scholarly journals Važnost pismenosti iz privatnosti u prevladavanju digitalnog jaza s naglaskom na ulogu knjižnica = The Importance of Privacy Literacy in Bridging the Digital Divide with an Emphasis on the Role of Libraries

Bosniaca ◽  
2021 ◽  
Vol 26 (26) ◽  
pp. 9-27
Author(s):  
Anita Katulić ◽  
Ana Barbarić
Keyword(s):  
Digital Divide ◽  
Information Literacy ◽  
Information Society ◽  
Social Inclusion ◽  
Knowledge Society ◽  
Digital Inclusion ◽  
Critical Information ◽  
Basic Concepts ◽  
Digital Exclusion

Cilj rada je prikazati ulogu pismenosti iz privatnosti kao relativno novog koncepta u prevladavanju digitalnog jaza, povezati prevladavanje digitalnog jaza s ulogom knjižnica u postizanju više razine kritičke informacijske pismenosti, te smjestiti digitalnu uključenost i pismenost iz privatnosti u širi teorijski okvir. U tu svrhu u radu se istražuju ishodišni pojmovi društvene isključenosti i društvene uključenosti, digitalne podjele i digitalne uključenosti. Zatim, razmatra se uloga kritičke informacijske pismenosti u informacijskom društvu i tzv. “društvu platformi” te se naznačuje uloga knjižnica u opismenjavanju iz područja privatnosti s ciljem smanjenja digitalnog jaza i povećanja digitalne uključenosti. Digitalni jaz jedna je od najvećih prepreka društvu znanja, a isključenost iz informacijskog društva predstavlja problem svjetskih razmjera. U radu se objasnilo kako su knjižnice prikladna mjesta za borbu protiv društvene izoliranosti te imaju važnu ulogu u jačanju društvene kohezije. Također se prikazalo kako su ljudi s nižim razinama obrazovanja, kao i oni s nižim primanjima, više izloženi riziku digitalne isključenosti, a pomoć u izlazu iz takvog problema može se naći u opismenjavanju iz područja privatnosti. = The aim of this paper is to present the role of privacy literacy as a relatively new concept in bridging the digital divide, to link the bridging of the digital divide with the role of libraries in achieving a higher level of critical information literacy, and to place digital inclusion and privacy literacy in a broader theoretical framework. For this purpose, the paper researches the basic concepts of social exclusion and social inclusion, digital divide and digital inclusion. Furthermore, the role of critical information literacy in the information society and the so-called platform society is taken into consideration; and the role of libraries in privacy literacy is indicated, with the aim of reducing the digital divide and increasing digital inclusion. The digital divide is one of the biggest obstacles to the knowledge society, and exclusion from the information society is a global problem. The paper explains that libraries are suitable places to combat social isolation and that they play an important role in strengthening social cohesion. It has also been shown that people with lower levels of education, as well as those with lower incomes, are more at risk of digital exclusion, while help in getting out of such a problem can be found in privacy literacy.

scholarly journals O idoso e a inclusão digital

2019 ◽  
Author(s):  
Natalia Custódio ◽  
Daniel Lucena ◽  
Karoline Da Paz Macedo ◽  
Isabel Nunes
Keyword(s):  
Social Inclusion ◽  
Digital Age ◽  
Digital Content ◽  
Equal Opportunities ◽  
Digital Inclusion ◽  
New Literacy ◽  
Literal Sense

According to the Dictionary Aurélio (2004), inclusion in the literal sense of the word means "to be part, to belong together with others". In addition, inclusion is about guaranteeing equal opportunities for access to what is sought, whether in school inclusion, social inclusion or digital inclusion. However, this term has undergone several resignitions due to its inability to satiate the exclusion group in its sense of contemplation of these equal opportunities, especially in a digital age. When we refer to digital inclusion we have to take into consideration another aspect of "belonging", which is suffocated by an exponential recycling routine of the digital content that each year brings the need for a new literacy of this digital age.

scholarly journals An Intergenerational Information and Communications Technology Learning Project to Improve Digital Skills: User Satisfaction Evaluation

JMIR Aging ◽  
10.2196/13939 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. e13939 ◽  
Author(s):  
Francesc López Seguí ◽  
Marc de San Pedro ◽  
Eva Aumatell Verges ◽  
Salvador Simó Algado ◽  
Francesc Garcia Cuyàs
Keyword(s):  
Digital Divide ◽  
User Satisfaction ◽  
Social Inclusion ◽  
Ad Hoc ◽  
The Elderly ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology Learning ◽  
Digital Skills ◽  
Satisfaction Evaluation

Background “Digital Partners” is an intergenerational information and communications technology learning project carried out in the municipalities of Vic and Centelles (Catalonia) from April to May 2018. Within the framework of the introduction of community service as a subject in secondary education, the Centre for Health and Social Studies (University of Vic) created a training space with 38 intergenerational partners (aged 14-15 years and >65 years), with the aim of improving the senior users’ digital skills in terms of use of smartphones and tablets, thus helping reduce the digital divide in the territory. Objective The aim of this paper is to evaluate the satisfaction of both junior and senior participants toward the intervention and to explore its main drivers. Methods Participants who volunteered to participate in the study were interviewed. Quantitative and qualitative data gathered in paper-based ad hoc surveys were used to assess participants’ satisfaction. Results The experience shows a broad satisfaction of both junior and senior users. The project’s strengths include the format of working in couples; randomly pairing individuals by operating system; the ability to practice with the device itself; individuals’ free choice to decide what they wish to learn, develop, or practice; and the availability of voluntary practice material that facilitates communication and learning. With regard to aspects that could be improved, there is a need to review the timetabling flexibility of meetings to avoid hurrying the elderly and to extend the project’s duration, if necessary. Conclusions This activity can serve to create mutual learning through the use of mobile devices and generate security and motivation on the part of the seniors, thus reducing the digital divide and improving social inclusion.

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