Digital inclusion and exclusion

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Digital inclusion and its impact on the society, education and the barriers to digital literacy.

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Digital inclusion and exclusion

  1. 1.  A term used to describe the discrepancy between people who have access to and the resources to use new information and communication tools, such as the Internet, and people who do not have the resources and access to the technology.
  2. 2.  Digital Inclusion aims at creating an informed society by including the digitally excluded as we proceed on the road of development
  3. 3. e-Inclusion more necessary now than ever The explosive growth of global information and communications networks (including the Internet) and the equally dramatic expansion in the power and affordability of information technologies amount to nothing less than an economic revolution with profound global implications (Egypt example)
  4. 4.  The benefits of digital technologies can be categorised in two ways: • Direct: where they immediately impact upon the user • Indirect: where greater „back office‟ efficiency leads to indirect savings through, for example, the freeing up of public resources for improved frontline delivery
  5. 5. • Who is digitally disadvantaged?• What barriers are preventing digitally disadvantaged people from engaging directly with digital technologies?
  6. 6.  •Digitally included: have easy access to the internet at home, work or place of education, and make use of it. Digitally determined: use the internet, but do not have access at a convenient location (home, work or college). Connected non-users: are those who live in a household which has internet access but do not use it. Disconnected non-users: are those who don‟t have access at home and do not use the internet.
  7. 7.  • Access – whether an individual has some means to access the technology in terms of affordability, time, training or support, literacy levels, disabilities and usability of interfaces. • Motivation – whether the individual sees the benefit from or has interest in accessing these technologies. • Skills and confidence – whether the individual is able to, and feels able to, make affective use of technologies. Concerns about security also fall into this category.
  8. 8.  The need to change attitudes The need to support those vulnerable in the use of wider digital technologies The need to improve skills, confidence and trust
  9. 9.  “Rural India must take advantage of „knowledge-intensive‟ techniques for its sustainable development and sustainable consumption”- Madaswamy Moni, Deputy Director General, National Informatics Centre, Department of Information Technology
  10. 10.  The Task Force on digital inclusion in Jharkhand suggested “mainstreaming ICT in the areas of: research, development, education, extension and training” of the agricultural sector for achieving sustainability.
  11. 11.  LONG TERM ◦ development of agricultural informatics and communication; ◦ development of digital network for farmers; mainstreaming of ICT for collaborative research models for sustainable improvement at the grassroots level; ◦ development of appropriate manpower at the grassroots level
  12. 12.  SHORT TERM ◦ development of agricultural commodity-wise portal; development of intranet solutions; ◦ strengthening / promoting of agricultural information system of the central sector scheme; undertaking proof-of-concept projects in pilot districts; ◦ establishment of agri centres in agricultural colleges, Birsa Agricultural University, and ICAR institutes located in the state;
  13. 13. ◦ rural empowerment and development through e- Learning; networking of stakeholders: establishment of model centres;◦ synergisation of agricultural science and computer science.
  14. 14.  A networked library environment plays an important role in rural revitalisation, as libraries have emerged as a sunrise industry in recent years
  15. 15.  Women‟s ability to contribute fully towards shaping the development of the global knowledge, economy and society is usually constrained by many inequalities
  16. 16.  Infrastructure Education and skills Socio-cultural issues Financial resources Media limitations
  17. 17.  The primary players of digital literacy fall in eight categories: ◦ Cyberlibertarians- These are the “Netizens” who launched the Internet revolution ◦ Pro-Technology Social Engineers-believe the Internet is empowering but who worry that its growth is having unintended and sometimes dire consequences for society ◦ Old Economy Regulators- there is nothing inherently unique about the Internet and that it should be regulated in the same way that government regulates everything else
  18. 18. o Pro-tecnology moderates- staunchly pro- Internet and sees information technology as a force for both economic growth and social empowermento Pro-Technology Conservatives- view the digital revolution as a truly momentous and liberating forceo Moral Conservatives- This group sees the Internet as a dangerous place
  19. 19. o High-Tech Companies- This group encompasses the politically savvy hardware, software, and telecom companieso Bricks and Mortar Companies- These are the companies, professional groups, and unions that gain their livelihood from old-economy, face-to-face, business transactions
  20. 20.  Use of digital technology to foster economic growth and revolution in may sectors has led to greater use of ICT since the recent years. However, the increasing digital gap is a key concern in the wider usage of ICT by all segments of people, owing to the economic disparity.

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