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The Digital Divide Among College Students: Lessons Learned from the COVID-19 Emergency Transition
The Digital Divide Among College Students: Lessons Learned From the COVID-19 Emergency Transition POLICY REPORT JANUARY 2021 105 Fifth Avenue South, Suite 450 Minneapolis, MN 55401 612-677-2777 or 855-767-MHEC MHEC.ORG | [email protected] ACKNOWLEDGMENTS At Indiana University, this research was made possible by Schmidt Futures, a philanthropic initiative co-founded by Eric and Wendy Schmidt, and by the Office of the Vice President for Research at Indiana University. At Ohio State, this research was supported by the Office of Student Academic Success, the Office of Student Life, and the Drake Institute for Teaching and Learning. AUTHORS EDITOR Shanna S. Jaggars Andrew Heckler Aaron Horn The Ohio State University The Ohio State University Associate Vice President of Research, MHEC Joshua D. Quick Benjamin A. Motz [email protected] (*) Indiana University Indiana University Marcos D. Rivera Elizabeth A. Hance The Ohio State University The Ohio State University Caroline Karwisch The Ohio State University Recommended Citation Jaggars, S. S., Motz, B. A., Rivera, M. D., Heckler, A., Quick, J.D., Hance, E. A., & Karwischa, C. (2021). The Digital Divide Among College Students: Lessons Learned From the COVID-19 Emergency Transition. Midwestern Higher Education Compact. © COPYRIGHT 2021 MIDWESTERN HIGHER EDUCATION COMPACT. EXECUTIVE SUMMARY This report examines the meaning and impact of the digital reliable devices, college students with inadequate divide — the gap between those who can and cannot access technology struggled more with the transition to remote the Internet — on college students during the COVID-19 learning. For example, they reported a sharper increase emergency shift to remote learning. -
Moocs and Open Education Around the World Book
MOOCs and Open Education Around the World Edited by Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, & Thomas H. Reynolds “To all the inquisitive, informal, nontraditional, and educationally disadvantaged learners around the world who can benefit from innovative learning alternatives and options. May this book help open a few new doors and windows for you.” Book Info: https://www.routledge.com/products/9781138807419 Preface (free): http://publicationshare.com/moocsbook/ Amazon: http://www.amazon.com/dp/1138807419 Copyright © 2015 Taylor & Francis CONTENTS Foreword 1: The Role of MOOCs in the Future of Education xiii George Siemens Foreword 2: Open(ing up) Education for All . Boosted by MOOCs? xviii Fred Mulder Preface: Actions Leading to MOOCs and Open Education Around the World xxviii Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves, and Thomas H. Reynolds PART 1 MOOCs and Open Education: Historical and Critical Reflections 1 1 The MOOC Misstep and the Open Education Infrastructure 3 David Wiley 2 The Single Canon: MOOCs and Academic Colonization 12 Karen Head 3 MOOCs and Open Education in Japan: The Case of the Open University of Japan 21 Kumiko Aoki x Contents PART 2 Open Education Opportunities Now and On the Horizon 31 4 MOOCs, MERLOT, and Open Educational Services 33 Gerard L. Hanley 5 Enabling Open Education: A Feasibility Protocol for Australian Higher Education 41 Carina Bossu, David Bull, and Mark Brown 6 Open Education at the University of Cape Town 53 Laura Czerniewicz, Glenda Cox, Cheryl Hodgkinson-Williams, and Michelle -
The Ethnographic Research of the Digital Divide
DIGITAL DIVIDE IN ISTRIA A dissertation presented to the faculty of the College of Communication of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Igor Matic August 2006 The dissertation entitled DIGITAL DIVIDE IN ISTRIA by IGOR MATIC has been approved for the School of Telecommunications and the College of Communication by Karen E. Riggs Professor, School of Telecommunications Gregory J. Shepherd Dean, College of Communication ABSTRACT MATIC, IGOR, Ph. D., August 2006, Mass Communication DIGITAL DIVIDE IN ISTRIA (209 pp.) Director of Dissertation: Karen E. Riggs This dissertation covers the Digital Divide phenomena in the Istrian region. Istria is a Northern Adriatic peninsula that is administratively divided between three European countries: Croatia (which covers approximately 90% of the peninsula), Slovenia (app. 7%), and Italy (app. 3%). In this dissertation my goal was to articulate the most influential theoretical frameworks that are used to explain the Digital Divide today and I try to give an explanation of the issue through ethnographic procedures. The goals of this research include the examination of the current Digital Divide debate, extension of the theory toward the local understanding and perception of this global phenomenon. Additionally, I wanted to identify different interpretations of the Digital Divide in three countries within one region and compare the differences and similarities in new technology usage and perceptions. Also, I was interested to see how age - which is described as one of the major Digital Divide factors - influences the relationships between older and younger generations, specifically relationships between parents and children, instructors, students and co-workers. -
Towards a Curriculum for the Anthropocene Final
Towards Curricula in the Anthropocene Raghavendra Gadakar1, Manfred D. Laubichler2, Helga Nowotny3, Jürgen Renn4, Christoph Rosol5, and Bernd M. Scherer6 The following policy paper is the result of a working group discussion held at the international workshop “Curricula and Humanistic Scholarship: Between Tacit Knowledge and Public Discourse” which took place September 9-10, 2015 at the Van Leer Jerusalem Institute and Tel Aviv University. The Anthropocene itself is a concept in flux. We are therefore still unable to detail the contents of curricula in a way that would create and transmit the appropriate knowledge to address the challenges connected with the Anthropocene. Instead, we propose to outline possible pathways that could lead to such curricula, Clearly, these pathways and their outcomes will vary widely, reflecting diverse local and historical experiences. The Anthropocene nevertheless offers a new perspective for 21st-century curricula, suggesting a strong common basis for the intellectual transformation that needs to accompany the transformation of our planet if humanity is to have a chance of survival. Basic knowledge of this planetary transformation, including controversial issues such as when exactly the current anthropogenic transformation of our planet began, form the natural starting point for an Anthropocene curriculum. It would also require us to teach basic knowledge about the relevant sciences and to present an evolutionary and historical perspective on both the planet and our knowledge about it. Such subjects as the origin of life would come in naturally, as would reflections on the ways in which scientific controversies have been or are being pursued. In dealing with the Anthropocene, the humanities are therefore closely integrating with the natural and social sciences. -
Digital Divide in Advanced Smart City Innovations
sustainability Article Digital Divide in Advanced Smart City Innovations Seung-Yoon Shin 1, Dongwook Kim 1 and Soon Ae Chun 2,* 1 Graduate School of Public Administration, Seoul National University, Seoul 08826, Korea; [email protected] (S.-Y.S.); [email protected] (D.K.) 2 College of Staten Island, City University of New York, New York, NY 10314, USA * Correspondence: [email protected] Abstract: A smart city aims to become a citizen-centered city where citizens actively engage in urban operation and share urban data within a high-tech ICT infrastructure. It premises ‘smart citizens’ who can understand and utilize digital technology to adapt well to the various infrastructure of smart cities. In reality, however, not only tech-savvy citizens but those who are not likely to coexist in a smart city. Disadvantaged groups with relatively insufficient awareness and the necessity of technologies might be excluded from smart cities’ various benefits. The smart city innovations need to encompass diverse social groups’ engagements to claim their legitimacy and sustainability from a long-term perspective. In this light, this study examines the potential digital divide in the advanced technologies used in the emerging 5G smart city era. Using survey data, we investigate if the smart citizens’ social and technical readiness in terms of the use experience and necessity of new technologies can predict the adoption and use of the emerging 5G smart city innovations. The empirical results from this study can inform the digital divide between the general public and technology-disadvantaged groups. The findings can also guide policymakers in prioritizing technologies that are accessible and beneficial to all potential residents of smart cities in the future. -
Digital Divide: Navigating the Digital Edge
KEYWORDS Digital Divide: Navigating the Digital Edge S. Craig Watkins University of Texas at Austin [email protected] IJLM Introduction: From Digital Divides to Participation Gaps In the United States many of the issues related to tech- nology, equity, and diversity remain viable. However, by the close of the first decade of the new millennium the contours of the digital divide had shifted in no- ticeable ways. Much of the early reporting on the digital divide focused on household access to com- puters and the Internet (U.S. Department of Com- merce 1995). Since 2000 the media environment of black and Latino youth, like that of young people in general, has evolved as a result of social, economic, cultural, and technological change. In its first na- tional study of young people’s media environment, the Kaiser Family Foundation (Roberts et al. 1999) found that white youth were significantly more likely than black or Latino youth to live in households that owned computers with Internet access. Among youth 8–18 years old, 57% of white youth, 34% of black youth, and 25% of Latino youth lived in homes with Internet access. Consequently, black and Latino youth were less likely than their white counterparts to ex- perience computer-mediated forms of communica- tion, play, and learning from home. A decade later, the Kaiser Family Foundation (Rideout, Foehr, and Roberts 2010) revealed a dramatically different media ecology in the making. The sharp rise in daily media exposure among young people in general and specifically among black Visit IJLM.net and Latino youth provides evidence of a youth culture and daily life that is saturated with media—television, doi:10.1162/IJLM_a_00072 music media, video games, computers, books, DVDs. -
Bridging the Global Digital Divide a Platform to Advance Digital Development in Low- and Middle-Income Countries
Bridging the global digital divide A platform to advance digital development in low- and middle-income countries George Ingram BROOKINGS GLOBAL WORKING PAPER #157 JUNE 2021 Bridging the global digital divide: A platform to advance digital development in low- and middle-income countries George Ingram Senior Fellow, Center for Sustainable Development Brookings Institution June 2021 Brookings Global Working Paper #157 Global Economy and Development program at Brookings www.brookings.edu/global Acknowledgements This paper is an expansion of an earlier paper, The Digital World, one of a series of six papers on donor collaboration in Southeast Asia. The author gives his appreciation to Tony Pipa for reviewing and providing significant input to the paper and to Meagan Dooley for updating the data and producing the data charts. The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s), and do not reflect the views of the Institution, its management, or its other scholars. Brookings recognizes that the value it provides is in its absolute commitment to quality, independence and impact. Activities supported by its donors reflect this commitment and the analysis and recommendations are not determined or influenced by any donation. A full list of contributors to the Brookings Institution can be found in the Annual Report at www.brookings.edu/about-us/annual-report/. Brookings Institution The United States needs to do more to ensure that these technologies are used to promote greater democracy and shared prosperity, not to curb freedom and opportunity at home and abroad. -
The Digital Divide Hosted at the Role of Political Institutions in Technology Diffusion
Comparative Political Studies Volume 39 Number 2 10.1177/0010414005282983ComparativeMilner / The DigitalPolitical Divide Studies March 2006 176-199 © 2006 Sage Publications 10.1177/0010414005282983 The Digital Divide http://cps.sagepub.com hosted at The Role of Political Institutions http://online.sagepub.com in Technology Diffusion Helen V. Milner Princeton University, New Jersey What factors have promoted and retarded the spread of the Internet globally? The Internet is one example of the diffusion of technology. Much as other tech- nologies, the Internet has diffused unevenly across countries, raising concerns over a “digital divide.” My main proposition is that its spread has been driven by neither technological nor economic factors alone. Rather, political factors exert a powerful influence. Groups that believe they will lose from the Internet use political institutions to enact policies that block the spread of the Internet. Some political institutions make this easier than others. Data from roughly 190 countries from 1991 to 2001 show that a country’s regime type matters greatly, even when controlling for other economic, technological, political, and socio- logical factors. Democratic governments facilitate the spread of the Internet relative to autocratic ones. Thus, the spread of democracy may help reduce the digital divide. Keywords: technology diffusion; democracy; Internet; digital divide This gap between rich and poor is also mirrored in the new information econ- omy. A digital divide—the name given to the disparity in information resources—is emerging between North and South. Industrialized economies are moving towards greater dependence on and access to increasingly sophisti- cated information technologies. Yet more than one-half of humanity has never used a telephone, and there are more telephones [in] Montréal than in all of Bangladesh. -
2017 Initiates Alphabetical List
AMERICAN COLLEGE OF SURGEONS 2017 INITIATES ALPHABETICAL LIST 30 Hanser Antonio Abreu Quezada Khaled Sami Ahmad Ali Alaraj A Santiago, Dominican Republic Riyadh, Saudi Arabia Chicago, IL Amaar Awad Hussien Hussien Carlos Maria Abril Vega Siddique Ahmad Yakout Hameed Alaraji Aamery Abu Dhabi, United Arab Emirates Peshawar, Pakistan Dubai, United Arab Emirates Wolverhampton, United Kingdom Walid Abu Tahoun Usman Ahmad Nasrin Alavi Wesley M. Abadie Dhahran, Saudi Arabia Cleveland, OH Tehran, Iran, Islamic Republic of Williamsburg, VA Abdelrahman Hassan Abusabeib Azam S. Ahmed Marco Alfonso Albán Garcia Andrea M. Abbott Doha, Qatar Madison, WI Santiago, Chile Mount Pleasant, SC Jihad Achkar Tanveer Ahmed Hamdullah Hadi Al-Baseesee Abdel Rahman Abdel Fattah M. Beirut, Lebanon Dhaka, Bangladesh Najaf, Iraq Abdel Aal Doha, Qatar Alison Alden Acott Manish Ahuja Michael A. Albin Little Rock, AR Mumbai, India South Pasadena, CA Karim Sabry Abdel Samee Cairo, Egypt Badih Adada Naveen Kumar Ahuja Saleh Mohammad Aldaqal Weston, FL Hamilton, NJ Jeddah, Saudi Arabia Eltayib Yousif Abdelaleem Doha, Qatar Patrick Temi Adegun Begum Akay Saad A. A. A. Aldousari Ado-Ekiti, Nigeria Birmingham, MI Kuwait City, Kuwait Tamer Mohamed Said Abdelbaki Salama James Olaniyi Adeniran Hakkı Tankut Akay Matthew J. Alef Cairo, Egypt Ilorin, Kwara State, Nigeria Ankara, Turkey Winooski, VT Kareem R. AbdelFattah Adedoyin Adekunle Adesanya Raed Hatmal Akayleh Farzad Alemi Dallas, TX Lagos, Nigeria Amman, Jordan Kansas City, MO Khaled Mohamed Saad Obinna Ogochukwu Adibe Ahmet Akman Naif Abdullah Alenazi Mostafa Abdelgalel Chapel Hill, NC Ankara, Turkey Riyadh, Saudi Arabia Ajman, United Arab Emirates Farrell C. Adkins Mohamed Gomah Hamed Falih Mohssen Algazgooz Ahmed Mohamed Abdelkader Roanoke, VA Al Aqqad Basra, Iraq Dubai, United Arab Emirates Dubai, United Arab Emirates John Affuso Mohammed S. -
2014 Public Statements Digital Divide Press Kit October
THE DIGITAL DIVIDE The National Communication Association and the Digital Divide As the largest national association representing Communication scholars, teachers, and practitioners, the National Communication Association (NCA) is firmly committed to the goal of fostering and promoting free and ethical communication, including via electronic resources. In 1999, the association adopted a resolution addressing the digital divide, and updated the resolution in 2013. Definition The term “digital divide,” often attributed to Lloyd Morrisett, former president of the Markle Foundation, came into widespread use after the National Telecommunications & Information Administration (NTIA) published its third “Falling Through the Net” report on access to emerging technologies in 1998. For NCA, the term refers to the economic, geographic, and information literacy barriers that limit use of technology. History As society has turned with increasing frequency to information communication technology (ICT) to accomplish both simple and complex tasks, from submitting homework assignments to accessing health records, conducting video job interviews, banking, and more, the economic and social consequences of the digital divide have grown. Initially, concern over the digital divide centered on access to computers (cost) and the Internet (availability). Although buying a computer or even a smart phone is out of the reach of many low- income people, and there are still areas of the country that can access the Internet only via dial-up modems, equipment costs have fallen, and telecommunications companies have built up their networks over time to cover more households. Why, then, does the digital divide persist? Research indicates that the gap is now more likely to be skills- based, meaning that a lack of knowledge about how to use computers or the information and services found online prevents people from enjoying the benefits of ICT. -
"Bridging the Urban-Rural Digital Divide and Mobilizing Technology for Poverty Eradication: Challenges and Gaps"
"Bridging the urban-rural digital divide and mobilizing technology for poverty eradication: challenges and gaps". By Lester Henry Senior Lecturer Department of Economics University of the West Indies, St Augustine Trinidad and Tobago 1 1. Introduction The issue of the “digital divide”, the technological gap between the “haves” and the “have nots”, has been identified as a potential contributor to the widening income gap both within and among countries for about 20 years now. Whereas, the internationally observed increases in inequality appears to be driven by factors such financialisation and the control of biotechnology, the unbalanced distribution of ICTs have also played a critical role. Despite the many positive aspects of these developments, in all three areas, advances in technology has made it easier for the emergence of monopolies or other forms of concentrated ownership rights, mainly within the hands of residents in large urban centres. Therefore, an essential part of the challenge of narrowing income gaps is the spreading of these technological advances to more rural areas and placing ownership into the hands of greater numbers of ordinary people. Several studies have shown that there are clear benefits from increasing connectivity, ranging from the micro level – increasing farm output, to the macro level, increasing GDP growth. The question is whether these benefits can be sufficiently diffused to have a major impact on rural poverty. This brief paper summarizes some of the more challenging aspects of the “digital divide” in terms of its impact on bridging the urban-rural poverty gap. It outlines the problem on a global scale and identifies obstacles that limit the use of ICTs in reducing poverty in developing countries in Section 2. -
Discovering the Divide: Technology and Poverty in the New Economy
International Journal of Communication 10(2016), 1212–1231 1932–8036/20160005 Discovering the Divide: Technology and Poverty in the New Economy DANIEL GREENE1 University of Maryland, College Park, USA This article uses archival materials from the Clinton administration to explore how the “digital divide” frame was initially built. By connecting features of this frame for stratified Internet access with concurrent poverty policy discourses, I reveal the digital divide frame as a crucial piece of the emergent neoliberal consensus, positioning economic transition as a natural disaster only the digitally skilled will survive. The Clinton administration framed the digital divide as a national economic crisis and operationalized it as a deficit of human capital and the tools to bring it to market. The deficit was to be resolved through further competition in telecommunications markets. The result was a hopeful understanding of “access” as the opportunity to compete in the New Economy. Keywords: digital divide, neoliberalism, Internet history, poverty, frame analysis The Clinton administration’s first report on stratified Internet access in the United States, what it would eventually call the “digital divide,” argued, “While a standard telephone line can be an individual’s pathway to the riches of the Information Age, a personal computer and modem are rapidly becoming the keys to the vault” (NTIA, 1995, para. 3). What is left out of this frame is how the vault was locked. This includes, beginning in the 1970s, the automation or outsourcing of industrial production, stagnant real wages, increasing health care and higher education costs, rollbacks of federal poverty relief programs, and the massive expansion of the carceral state in poor communities (Edelman, 2013).