Rethinking Digital Divide Research: Datasets and Theoretical Frameworks
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Global Studies - CPS Specialty (GBST) 1 Global Studies - CPS Specialty (GBST)
Global Studies - CPS Specialty (GBST) 1 Global Studies - CPS Specialty (GBST) Search GBST Courses using FocusSearch (http:// catalog.northeastern.edu/class-search/?subject=GBST) GBST 1011. Globalization and International Affairs. (4 Hours) Offers an interdisciplinary approach to analyzing global/international affairs. Examines the politics, economics, culture, and history of current international issues through lectures, guest lectures, film, case studies, and readings across the disciplines. GBST 1012. The Global Learning Experience. (1 Hour) Examines global citizenship in the 21st century. Introduces the concepts of global citizenship, cosmopolitanism, pluralism, and culture. Connects local issues at host sites with broader dynamics of globalization, migration, positionality, power, and privilege.#Offers opportunities to analyze and apply ideas through personal reflection, application of intercultural theory, and team-based problem solving. GBST 1020. Community Learning 1. (1 Hour) Offers an introduction to community learning, social justice, and cross- cultural collaboration in Boston. The main objective is to help students prepare for, gain from, and reflect upon their semester in Boston as a profound global experience. Uses lectures, course readings, group discussions, collaborative projects, and semester-long service-learning opportunities to challenge students to ask critical questions and become global citizens and ambassadors by actively participating in their own learning community, as well as the greater Northeastern community, and beyond into Boston. Ongoing, online reflection is designed to help students articulate their own experiences, respond to others’ experiences, and ultimately make connections with the global experiences of others. GBST 1030. Community Learning 2. (1 Hour) Continues the introduction of community learning, social justice, and cross-cultural collaboration begun in GBST 1020. -
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. -
The Digital Divide: a Digital Bangladesh by 2021?
International Journal of Education and Human Developments Vol. 1 No. 3; November 2015 The Digital Divide: A digital Bangladesh by 2021? Kristen Waughen, Ph.D. Students In Free Enterprise Sam M Walton Fellow Elizabethtown College Department of Math and Computer Sciences Elizabethtown, PA 17022, USA. Abstract The purpose of this research was to define and identify the digital divide and the various considerations that factor into a country’s technological status. The goal was to investigate the current technological position of Bangladesh, and gaps in their progress because they aim to be a Digital Bangladesh by 2021. The digital divide can be witnessed all over the world between countries and within countries, and there are various aspects that contribute to this situation. Some of the characteristics are access, education, economics, social relationships, income, age, geographical location, government, and the technological skills of teachers, students, and people. One more significant characteristic is the number of children in the household. Also, developed versus developing countries have similar issues on different scales, but together these characteristics affect the success of digital lifestyle of a region or country. Keywords: digital divide, knowledge, poor, barriers, Internet, communication, technology, education, Bangladesh, GDP Elements of the Divide One important element for a country in the 21st century is its technological advancement. Availability, usage, and diffusion of the technology throughout the country are three considerations. One term often used to describe this status is the digital divide (Prensky, 2001). The first computer used in Bangladesh was a mainframe in 1964 (SDNP Bangladesh, 2000). What has happened since then? I will explore the following components of the digital divide in Bangladesh: access to the Internet and computer/mobile devices, amount of education of its citizens, role of the government and the community, the skills of the teachers, and quality and quantity of the information available. -
Does Cosmopolitan Thinking Have a Future?
Review of International Studies (2000), 26, 179–197 Copyright © British International Studies Association Does cosmopolitan thinking have a future? DEREK HEATER1 It certainly has a past.2 And that past, especially in its Stoic foundations, reveals a clear ethical purpose: ‘As long as I remember that I am part of such a whole [Universe],’ explained Marcus Aurelius, ‘… I shall … direct every impulse of mine to the common interest’.3 Moreover, the word ‘cosmopolitan’ derives from kosmopolites, citizen of the universe, and polites, citizen, notably in its Aristotelean definition, has a decided ethical content. Accordingly, if the citizen of a state (polis) should be possessed of civic virtue (arete), by extension, the citizen of the universe (kosmopolis) should live a life of virtue, guided by his perception and understanding of the divine, natural law. True, in non-academic parlance the word ‘cosmopolitan’ has, from the eighteenth century, acquired the vague and vulgar connotation for an individual of enjoying comfortable familiarity with a variety of geographical and cultural environments. None the less, the more precise, political–ethical sense of a kosmopolites is so much more apposite to our present purpose that this essay will be framed in the main by this meaning. With the question thus interpreted, it follows that we wish to know whether state citizenship, as we currently understand it, might be paralleled by a world citizenship of comparable content; if so, we obviously also wish to know what the implications must be for the individual’s moral and political behaviour and the institutional contexts which would be needed to facilitate this cosmopolitan behaviour. -
25 Universities with Global Studies Programs Or Programs of Similar
25 UNIVERSITIES WITH GLOBAL STUDIES PROGRAMS OR PROGRAMS OF SIMILAR INTEREST *This list is not meant to be extensive but to provide you with a starting point when exploring your post-secondary options. What is a Global Studies Major? According to the The College Board: “Global studies majors are “global thinkers” in every sense. Drawing from fields as different as geography, music, political science, and ecology, they look at the connections between nations and peoples and the trends that shape our lives. And global studies majors don’t just think on a large scale. They may study how something like climate change can affect hundreds of nations, but they also consider its effects on their own backyard.” Potential Career Paths: Foreign Service/State Department; International business, including working for a domestic American corporation in their international operations, or working for a corporation abroad; Entrepreneurialism; International law; International development and sustainable development; International non-profit work or activism on environment, human rights, social justice, etc.; Journalism and other communications media; Education, especially teaching and administration at the high school level and above. Click here to see more about what you can do with a Global Studies Degree 1. BRANDEIS UNIVERSITY The International and Global Studies (IGS) Program is an interdisciplinary program that provides students with an opportunity to understand the complex processes of globalization that have so profoundly affected politics, economics, culture, society, the environment and many other facets of our lives. 2. BROWN UNIVERSITY: WATSON INSTITUTE FOR INTERNATIONAL STUDIES The Watson Institute is a community of scholars whose work aims to help us understand and address the world's great challenges, such as globalization, economic uncertainty, security threats, environmental degradation, and poverty. -
The Porter Hypothesis at 20: Can Environmental Regulation Enhance Innovation and Competitiveness? Stefan Ambec*, Mark A
2 The Porter Hypothesis at 20: Can Environmental Regulation Enhance Innovation and Competitiveness? Stefan Ambec*, Mark A. Coheny, Stewart Elgiez, and Paul Lanoie§ Introduction Some twenty years ago, Harvard Business School economist and strategy professor Michael Porter challenged the conventional wisdom about the impact of environmental regulation on business by arguing that well-designed regulation could actually increase competitiveness: “Strict environmental regulations do not inevitably hinder competitive advantage against rivals; indeed, they often enhance it” (Porter 1991, 168). Until that time, the traditional view of environmental regulation, held by virtually all economists, was that requiring firms to reduce an externality like pollution necessarily restricted their options and thus by definition reduced their profits. After all, if profitable opportunities existed to reduce pollution, profit-maximizing firms would already be taking advantage of them. Over the past twenty years, much has been written about what has since become known simply as the Porter Hypothesis. Yet even today, we continue to find conflicting evidence concerning the Porter Hypothesis, alternative theories that might explain the Porter Hypothesis, and oftentimes a misunderstanding of what it does and does not say. This article reviews the key theoretical foundations and empirical evidence to date concern- ing the Porter Hypothesis and identifies research challenges and opportunities concerning the links between environmental regulation, innovation, and competitiveness. Such a careful exam- ination of both the theory and the empirical evidence can yield some useful insights for the *Senior researcher, Toulouse School of Economics (INRA-LERNA), and visiting professor, University of Gothenburg; e-mail: [email protected]. yProfessor of management and law, Vanderbilt University, and university professor, Resources for the Future; e-mail: [email protected]. -
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. -
School of Global Studies SGS 394 Global Environmental Conflict Line # 76125 T Th 4:30-5:45 EDB 212
School of Global Studies SGS 394 Global Environmental Conflict Line # 76125 T Th 4:30-5:45 EDB 212 *Revised final syllabus Instructor: TA: Dr. Pamela McElwee Joshua Sierra Assistant Professor, [email protected] School of Politics and Global Studies Coor Hall 6690 TA office hours: [email protected] By email appt. Office Hours: Tues 12:30-2:30 pm Other times by email appt. Course Description While it may appear that globalization has fomented new environmental conflicts, given increasing international concerns about such issues as ‘water wars’ and the consequences of climate change among others, in fact discussions about conflicts over environmental resources between individuals and groups, both within and between states, are long-standing. This course will address theoretical and case-study oriented material on the nature of environmental conflicts and proposed solutions. Discussion will cover such topics as Neo-Malthusian perspectives on resource use, Neo-Marxist approaches to distribution and conflict, environmental security approaches to environmental stress and violence, and environmental justice issues. Requirements: There are no prerequisites for this course, but students are encouraged to have taken at least one environmentally-related class before, as the material to be covered assumes some basic familiarity with environmental issues. Students also must be sophomores or above, or have the instructor’s permission to enroll, as this is an upper division SGS course. This is a writing and reading intensive class, so you will need to be prepared for a large amount of homework, and be disciplined in attendance. Requirements & Grading This course will serve as a vehicle to emphasize reading skills, discussion skills, and research skills of the student.