Digital Infrastructure: Overcoming the Digital Divide in Emerging Economies
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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. -
Digital Infrastructure Overcoming the Digital Divide in China and the European Union
Digital Infrastructure Overcoming the digital divide in China and the European Union Shenglin Ben Romain Bosc Jinpu Jiao Wenwei Li Felice Simonelli Ruidong Zhang Digital Infrastructure Overcoming the digital divide in China and the European Union Shenglin Ben Zhejiang University, CIFI Romain Bosc CEPS Jinpu Jiao Zhejiang University, CIFI & Shanghai Gold Exchange Wenwei Li Zhejiang University, CIFI Felice Simonelli CEPS Ruidong Zhang Zhejiang University, CIFI Supported by Emerging Market Sustainability Dialogues November 2017 The Centre for European Policy Studies (CEPS) is an independent policy research institute based in Brussels. Its mission is to produce sound policy research leading to constructive solutions to the challenges facing Europe. The views expressed in this book are entirely those of the authors and should not be attributed to CEPS or any other institution with which they are associated. ISBN 978-94-6138-646-5 © Copyright 2017, CEPS All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – electronic, mechanical, photocopying, recording or otherwise – without the prior permission of the Centre for European Policy Studies. Centre for European Policy Studies Place du Congrès 1, B-1000 Brussels Tel: (32.2) 229.39.11 E-mail: [email protected] Internet: www.ceps.eu Table of Contents Preface ...................................................................................................................................................... i Executive -
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. -
Roots of Tomorrow's Digital Divide: Documenting Computer Use And
China & World Economy / 61–79, Vol. 21, No. 3, 2013 61 Roots of Tomorrow’s Digital Divide: Documenting Computer Use and Internet Access in China’s Elementary Schools Today Yihua Yang,a Xiao Hu,b Qinghe Qu,b Fang Lai,c, d Yaojiang Shi,e, * Matthew Boswell,c Scott Rozellec Abstract This paper explores China’s digital divide, with a focus on differences in access to computers, learning software, and the Internet at school and at home among different groups of elementary school children in China. The digital divide is examined in four different dimensions: (i) between students in urban public schools and students in rural public schools; (ii) between students in rural public schools and students in private migrant schools; (iii) between migrant students in urban public schools and migrant students in private migrant schools; and (iv) between students in Han-dominated rural areas and students in areas inhabited by ethnic minorities. Using data from a set of large-scale surveys in schools in different parts of the country, we find a wide gap between computer and Internet access of students in rural areas and those in urban public schools. The gap widens further when comparing urban students to students from minority areas. The divide is also large between urban and rural schools when examining the quality of computer instruction and access to learning software. Migration does not appear to eliminate the digital divide, unless migrant families are able to enroll their children in urban public schools. The digital divide in elementary schools may have implications for future employment, education and income inequality in China. -
Internet Diffusion and Digital Divide in China: Some Empirical Results Wei Ge University of Wisconsin, Milwaukee
Association for Information Systems AIS Electronic Library (AISeL) Americas Conference on Information Systems AMCIS 2003 Proceedings (AMCIS) December 2003 Internet Diffusion and Digital Divide in China: Some Empirical Results Wei Ge University of Wisconsin, Milwaukee Hemant Jain University of Wisconsin, Milwaukee Follow this and additional works at: http://aisel.aisnet.org/amcis2003 Recommended Citation Ge, Wei and Jain, Hemant, "Internet Diffusion and Digital Divide in China: Some Empirical Results" (2003). AMCIS 2003 Proceedings. 135. http://aisel.aisnet.org/amcis2003/135 This material is brought to you by the Americas Conference on Information Systems (AMCIS) at AIS Electronic Library (AISeL). It has been accepted for inclusion in AMCIS 2003 Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, please contact [email protected]. INTERNET DIFFUSION AND DIGITAL DIVIDE IN CHINA: SOME EMPIRICAL RESULTS Wei Ge Hemant Jain School of Business Administration School of Business Administration University of Wisconsin, Milwaukee University of Wisconsin, Milwaukee [email protected] [email protected] Abstract The paper presents some empirical results of Information & Communication Technology diffusion within China and across countries in Asia. The paper finds that China and most developing countries in Asia are bypassing fixed-line telephone infrastructure by adopting wireless technology. The results also show that the market potentials of mobile phones are greater than fixed-line telephones in these developing countries. Keywords: Internet, diffusion, China, bass diffusion model Introduction Over the past decade, a rapid development has taken place in the field of information and communication technologies1 (ICTs). Recent technological advances in the Internet and the World Wide Web (WWW) have opened up a new digital world. -
China & Technical Global Internet Governance: from Norm-Taker to Norm-Maker?
China & Technical Global Internet Governance: From Norm-Taker to Norm-Maker? by Tristan Galloway L.L.B(Hons)/B.A.(Hons) Deakin University Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Deakin University July, 2015 Acknowledgements My sincere thanks to Prof Baogang He, my principal supervisor, for his excellent advice and tireless support, without which the completion of this dissertation would have been impossible. I would also like to express my thanks to my associate supervisors, Prof Wanlei Zhou and Dr Xiangshu Fang, for their advice and support, and to other staff at Deakin University that have provided me with feedback, including but not limited to Dr Chengxin Pan and Dr David Hundt. I am grateful for the further feedback or insight received on elements of my dissertation by numerous academics at academic conferences, seminars and through academic journal peer review processes. I thank the staff and reviewers at China: An International Journal, for their feedback and advice on the joint article submitted by Prof Baogang He and myself that was published in late 2014; while the content and research of the dissertation’s chapters 7 & 8 are primarily attributable to the author, their quality has been improved by this feedback and through collaboration between myself and Prof Baogang He. Elements of the research in these two chapters, and elements of the dissertation’s arguments related to its theoretical perspective, have also been informed by the author’s Honours thesis, submitted to Deakin University in 2010. A professional editing service, The Expert Editor, provided copyediting and proofreading services for the dissertation, according to the guidelines laid out in the university-endorsed national ‘Guidelines for Editing Research Theses’. -
Review of the Development and Reform of the Telecommunications Sector in China”, OECD Digital Economy Papers, No
Please cite this paper as: OECD (2003-03-13), “Review of the Development and Reform of the Telecommunications Sector in China”, OECD Digital Economy Papers, No. 69, OECD Publishing, Paris. http://dx.doi.org/10.1787/233204728762 OECD Digital Economy Papers No. 69 Review of the Development and Reform of the Telecommunications Sector in China OECD Unclassified DSTI/ICCP(2002)6/FINAL Organisation de Coopération et de Développement Economiques Organisation for Economic Co-operation and Development 13-Mar-2003 ___________________________________________________________________________________________ English text only DIRECTORATE FOR SCIENCE, TECHNOLOGY AND INDUSTRY COMMITTEE FOR INFORMATION, COMPUTER AND COMMUNICATIONS POLICY Unclassified DSTI/ICCP(2002)6/FINAL REVIEW OF THE DEVELOPMENT AND REFORM OF THE TELECOMMUNICATIONS SECTOR IN CHINA text only English JT00140818 Document complet disponible sur OLIS dans son format d'origine Complete document available on OLIS in its original format DSTI/ICCP(2002)6/FINAL FOREWORD The purpose of this report is to provide an overview of telecommunications development in China and to examine telecommunication policy developments and reform. The initial draft was examined by the Committee for Information, Computer and Communications Policy in March 2002. The report benefited from discussions with officials of the Chinese Ministry of Information Industry and several telecommunication service providers. The report was prepared by the Korea Information Society Development Institute (KISDI) under the direction of Dr. Inuk Chung. Mr. Dimitri Ypsilanti from the OECD Secretariat participated in the project. The report benefited from funding provided mainly by the Swedish government. KISDI also helped in the financing of the report. The report is published on the responsibility of the Secretary-General of the OECD. -
The Digital Divide: the Internet and Social Inequality in International Perspective
http://www.diva-portal.org This is the published version of a chapter published in The Digital Divide: The Internet and Social Inequality in International Perspective. Citation for the original published chapter: Meinrath, S., Losey, J., Lennett, B. (2013) Afterword. Internet Freedom, Nuanced Digital Divide, and the Internet Craftsman. In: Massimo Ragnedda and Glenn W. Muschert (ed.), The Digital Divide: The Internet and Social Inequality in International Perspective (pp. 309-316). London: Routledge Routledge advances in sociology N.B. When citing this work, cite the original published chapter. Permanent link to this version: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-100423 The Digital Divide This book provides an in-depth comparative analysis of inequality and the stratification of the digital sphere. Grounded in classical sociological theories of inequality, as well as empirical evidence, this book defines “the digital divide” as the unequal access and utility of internet communications technologies and explores how it has the potential to replicate existing social inequalities, as well as create new forms of stratification. The Digital Divide examines how various demographic and socio-economic factors including income, education, age and gender, as well as infrastructure, products and services affect how the internet is used and accessed. Comprised of six parts, the first section examines theories of the digital divide, and then looks in turn at: • Highly developed nations and regions (including the USA, the EU and Japan); • Emerging large powers (Brazil, Russia, India, China); • Eastern European countries (Estonia, Romania, Serbia); • Arab and Middle Eastern nations (Egypt, Iran, Israel); • Under-studied areas (East and Central Asia, Latin America, and sub-Saharan Africa).