Digital Divide
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The document discusses the digital divide, providing definitions and statistics on gaps in access to information technology. It outlines some open educational programs from MIT and Harvard that aim to address the divide. Government and international policies from places like the US, World Bank, and UNESCO are also mentioned. Examples of initiatives to provide low-cost technology access in places like France, India, and parts of Africa are summarized. The conclusion suggests the focus is shifting from defining the digital divide to promoting digital inclusion.
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The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
Technology and Student Affairs
This document summarizes a presentation on technology in student affairs given by Leslie Dare. It discusses 5 arenas of the technological environment including information dissemination, transactional interaction, communication, entertainment, and education. It also covers issues related to student services and programs, other technology issues in higher education, and recommendations for student affairs administrators regarding technology. Survey results on technology administration in student affairs from other institutions are also presented.
DigiCCurr 2013 PhD Workshop - Citizen Science and Data Curation: Who needs what?
Todd Suomela's dissertation will examine issues related to digital curation of data from citizen science projects. It will focus on identifying stakeholders in citizen science, understanding their data curation needs and awareness, and how information scientists can help meet those needs. The study overlays potential citizen science stakeholders on the DataONE data lifecycle model to explore their roles and concerns at different stages of data management.
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This document discusses how internet and information communication technologies (ICTs) can promote women's empowerment. It reviews literature on the topic and establishes several key points. ICTs have the potential to provide women with greater access to resources, education, health services, and social interaction by reducing barriers like distance and costs. However, factors like infrastructure, costs, digital skills, and gender norms can influence women's adoption of technologies. The document concludes that while not perfectly gender-neutral, the internet is a tool that can increase women's inclusion if barriers to access and use are addressed. It suggests TVETs should train women using ICTs to empower them.
2010 - Dominican Republic - ICT - Digital Divide
The document discusses ICT and the digital divide in the Dominican Republic. It provides background on ICT developments globally and in the DR. It describes several ICT initiatives in the DR, including community technology centers and rural connectivity programs. However, it notes some problems with these initiatives, such as lack of community participation, dependency on foreign equipment, and lack of comprehensive approaches. It suggests that mobile technologies and open educational resources could help address these issues if implemented through participatory and nationally-led programs.
Managing Today's Digital Divide
Anastasia Trekles discusses the persistence of the digital divide, especially among low socioeconomic groups, older adults, women, and the disabled. She notes that physical access to technology is still linked to socioeconomic status and that motivation to learn digital skills depends on seeing a relevant use. Trekles advocates improving access through assistive technologies, self-paced learning resources, and relating skills to job or lifestyle needs. She recommends customized training, practice opportunities, and ensuring mobile access to help bridge the usage gap.
2011 (Spring) - Dominican Republic ICT Presentation
This document discusses ICT and the digital divide in the Dominican Republic. It provides historical context on the country and an overview of ICT development efforts, including the establishment of technology institutes and programs. However, it notes several issues with current approaches, including a lack of community participation, foreign nature of programs, limited scale, and lack of mobile and curriculum integration. It argues for a more comprehensive and participatory approach that incorporates community input and addresses barriers at all levels of education to help close the digital divide.
The global workforce
The global workforce is growing rapidly due to increasing population and connectivity. Jobs are becoming more digital and can be located anywhere, requiring workers to have strong technology skills, problem solving abilities, and the ability to work across cultures. While the digital divide is shrinking with more access to the internet and technology worldwide, many students in the US still lack competency in math, science, and problem solving compared to students in other countries. Strong education emphasizing skills like creative thinking, adaptability, and technology use is needed to better prepare the global workforce of the future.
Scholarship in the Digital World
Seminar at CSAIL, MIT, Cambridge, Mass. Date: Friday October 30, 2015. Time: 4:00 pm - 5:00 pm, Location: D463 (Star)
Abstract:
Today we are witnessing several shifts in scholarly practice, in and across multiple disciplines, as researchers embrace digital techniques to tackle established research questions in new ways and new questions afforded by digital and digitized collections, approaches, and technologies. Pervasive adoption of technology, coupled with the co-creation of new social processes, has created a new and complex space for scholarship where citizens both generate and analyse data as they interact at the intersection of the physical and digital. Drawing on a background in distributed computing, and adopting the lens of Social Machines, this talk discusses current activity in digital scholarship, framing it in its interdisciplinary settings.
Bio:
David De Roure is Professor of e-Research at University of Oxford, Director of the Oxford e-Research Centre, and chairs Oxford’s Digital Humanities research programme. He previously directed the Digital Social Research programme for the UK Economic and Social Research Council, and serves as a strategic advisor in new forms of data and realtime analytics. Trained in electronics and computer science, his career has involved interdisciplinary collaborations in chemistry, astrophysics, bioinformatics, social computing, digital libraries, and sensor networks. His personal research is in Computational Musicology, Web Science, and Internet of Things. He is a frequent speaker and writer on digital research and the future of scholarly communications. URL: http://www.oerc.ox.ac.uk/people/dder
Future Technology Trends: Social Networks, Smart Objects, & Electronic Books
1. The document discusses future technology trends in schools including social networks, smart objects, and electronic books. It provides examples and potential benefits and issues with each technology. 2. Social networks are predicted to play a major role in student interaction and learning through blogs and social media platforms. However, greater supervision may be needed due privacy concerns. 3. Smart objects like phones and tablets could enhance teaching and learning if used to access educational resources, though privacy and cost are considerations. 4. Electronic books are seen as convenient for students and can present information flexibly, though issues around legality and a decline in physical books must be addressed.
Scholarship in the Digital Age
Slides from a lecture in the Oxford Internet Institute Undergraduate Lecture Series (http://www.oii.ox.ac.uk/teaching/undergraduate/).
The Future of E-learning
The document discusses the future of e-learning and the increasing role of technology in education. It notes that while students are adopting new technologies, many teachers are unaware of their educational potential. It also outlines statistics on internet and computer access among students and schools. The document envisions a future with more personalized and collaborative learning facilitated by mobile devices, online resources, and social media. It acknowledges challenges in engaging both students and teachers and ensuring digital literacy and safety.
Using socioeconomic data in teaching and research
This document summarizes a project investigating socioeconomic data resources used in research and teaching. Interviews were conducted with 12 data users, primarily students and academics. It was found that the World Bank's World Development Indicators were widely used in teaching, particularly at the master's level. Users appreciated the single access point through ESDS International but requested additional data and tools. The interviews provided insights into how data is used for descriptive statistics, regression analysis, and undergraduate dissertations. The document concludes that further examples of data use in teaching are needed, especially at the undergraduate level.
Internet_Use_Behavior_and_Attitude_of_College_Stud.pdf
This document summarizes a study on the internet use behavior and attitudes of college students in Pakistan. Some key findings include:
- 89% of students had a computer at home and 59% had internet access at home. Only 20% had formal internet training.
- Most students (53%) used the internet 2-3 days a week at home to update their knowledge and communicate with others.
- Common reasons for internet use were to update knowledge, communicate, and make friends. Friends were the main source of help with internet problems.
- Popular internet services included Google, Yahoo, and email clients. Most students had 1-2 years of internet experience.
Girls and Technology
American schools need to promote STEM education to compete globally and prepare students for technical jobs of the future. Younger students, especially girls, have little interest and experience in technology fields. Schools should design courses and projects with girls in mind, using interesting titles and contextual, collaborative projects and choices. Effective methods for attracting and retaining girls include early exposure, role models, and building confidence without competition.
Maruska amy ed633_investing in the future
The document discusses the importance of investing in technology for children's education and future. It notes that over 65% of American children now use the internet, with usage among children and teens growing the fastest. However, a digital divide still exists between rural and urban areas as well as between income levels. Educators face the challenge of understanding and making effective use of technology to engage today's students, who are increasingly connected outside of school. Professional development for teachers in technology is seen as essential to support student success.
Aprendizaje invisible alfabetismos para un mundo plano
This document discusses the impact of technology on education from past to present. It contains several quotes and statements about:
1. How technology has opened up new opportunities for learning and access to knowledge since the late 19th century.
2. The need to teach students 21st century literacies like critical thinking, collaboration and knowledge distribution in addition to traditional literacy skills.
3. The importance of focusing not just on new technologies but also on content, context and social innovation to support more flexible, lifelong and peer-based learning.
2010 NIH Handheld Users Meeting
2010 presentation to the NIH HUG Meeting. Content is based primarily on the Mobile Technology in Education and Libraries session at 2010 Ticer.
Mark Van't Hooft, Kent State University
The document discusses the need to change pedagogy and schooling to better prepare students for the 21st century. It notes that the world is becoming increasingly globalized and interconnected due to technologies like mobile devices. It argues that learning needs to focus on personalization, networking, collaboration, learning in context and using technologies like mobile devices. Schools need to help students learn in an unpredictable environment. The document provides references for further information on related topics.
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Digital Divide
- 1. The Digital Divide April 12, 2007 EM590 – Professor Thomas Presented by Rong, Jingbo, Susan, and Ilyas
- 3. Statistics (1 of 4) Source: U.S. Department of Education (2005)
- 4. Statistics (2 of 4) Source: http://rtc.ruralinstitute.umt.edu (2004)
- 5. Statistics (3 of 4) Source: UIS from ITU World Telecommunication Indicators Database (2005)
- 6. Statistics (4 of 4) Source: www.vilaweb.com (2004)
- 10. A World View Source: www.euractive.com (2005) Telecommunication Users (DAI)
- 14. Conclusion from Digital Divide to Digital Inclusion
Editor's Notes
- Rong will start with a general definition and some statistical examples of the divide, Jingbo will discuss the efforts of open courseware, Susan will look at policies that have been implemented to narrow the gap, And Ilyas will talk about case studies that attempt to solve the problem.