Gerard Goggin, University of Sydney, Keynote address for
2018 NSW Schools Distance Education Symposium, 'The 4C-able Future - Collaboration, Communication, Critical Thinking, Creative Thinking' 9-10 August 2018, Sydney
There are three main types of digital divides discussed in the document. First, the divide between those who have access to digital technology and those who do not. Second, the divide between those who use technology regularly and those who do not, known as the "new digital divide". And third, a divide in levels of digital literacy and participation, even among those who have access. Barriers to closing these divides include socioeconomic factors, lack of awareness or relevance of technology, and fears related to privacy and security. Reducing these divides requires expanding access to technology, increasing media literacy education, and addressing concerns of digital immigrants and "conscientious objectors".
The document discusses concepts in information and communication technologies for development (ICT4D). It covers various stakeholders in ICT4D, examples of ICT4D solutions being used, and how people in developing areas use technologies like cell phones and the internet to strengthen human and social capital. Constraints to ICT4D include issues of access, cost, and ensuring relevant content.
This presentation discusses the social political economy of information and communication technology. The discussion looks at the evolution of mobile technology-mobile communication technology, mobile computing and telecommunication. The discussion is to look at convergence in ICT and how it is impacting on economic growth.
The document discusses the digital divide, which refers to the gap between those who have access to the internet and technology versus those who do not. It identifies two main aspects of the digital divide: access to computers and related technologies, as well as technological literacy and the ability to use technologies effectively. The document then discusses some potential solutions to bridging the digital divide, such as government policies, NGO programs to increase digital literacy, and initiatives that provide affordable access through technologies like mobile phones and low-cost laptops.
The document discusses the digital divide, which is the gap between individuals and societies with regards to their access to and use of information and communication technologies (ICTs). It notes several types of digital divides, including socioeconomic divides, urban/rural divides, and international divides. It provides statistics on internet access and usage rates in various countries and populations to illustrate these divides. It discusses some of the barriers to access and initiatives being taken by governments and organizations to help bridge the digital divide, including improving infrastructure, increasing access points, developing skills, and ensuring relevant online content. The conclusion emphasizes that technology alone will not bridge the divide and that education is also needed to equip people with the ability to use technologies.
The document discusses the digital divide in India. It defines the digital divide as the gap between those who have access to computers and the internet versus those who do not. In India, the digital divide exists between rural and urban areas, as well as between socioeconomic classes. The government has launched several initiatives under its Digital India program to bridge the digital divide, such as expanding broadband access, increasing mobile penetration, developing digital literacy programs, and increasing e-governance services. However, the digital divide in India still poses challenges to the country's economic growth and global competitiveness. Efforts are needed to expand access to ICT for rural and lower-income populations.
There are three main types of digital divides discussed in the document. First, the divide between those who have access to digital technology and those who do not. Second, the divide between those who use technology regularly and those who do not, known as the "new digital divide". And third, a divide in levels of digital literacy and participation, even among those who have access. Barriers to closing these divides include socioeconomic factors, lack of awareness or relevance of technology, and fears related to privacy and security. Reducing these divides requires expanding access to technology, increasing media literacy education, and addressing concerns of digital immigrants and "conscientious objectors".
The document discusses concepts in information and communication technologies for development (ICT4D). It covers various stakeholders in ICT4D, examples of ICT4D solutions being used, and how people in developing areas use technologies like cell phones and the internet to strengthen human and social capital. Constraints to ICT4D include issues of access, cost, and ensuring relevant content.
This presentation discusses the social political economy of information and communication technology. The discussion looks at the evolution of mobile technology-mobile communication technology, mobile computing and telecommunication. The discussion is to look at convergence in ICT and how it is impacting on economic growth.
The document discusses the digital divide, which refers to the gap between those who have access to the internet and technology versus those who do not. It identifies two main aspects of the digital divide: access to computers and related technologies, as well as technological literacy and the ability to use technologies effectively. The document then discusses some potential solutions to bridging the digital divide, such as government policies, NGO programs to increase digital literacy, and initiatives that provide affordable access through technologies like mobile phones and low-cost laptops.
The document discusses the digital divide, which is the gap between individuals and societies with regards to their access to and use of information and communication technologies (ICTs). It notes several types of digital divides, including socioeconomic divides, urban/rural divides, and international divides. It provides statistics on internet access and usage rates in various countries and populations to illustrate these divides. It discusses some of the barriers to access and initiatives being taken by governments and organizations to help bridge the digital divide, including improving infrastructure, increasing access points, developing skills, and ensuring relevant online content. The conclusion emphasizes that technology alone will not bridge the divide and that education is also needed to equip people with the ability to use technologies.
The document discusses the digital divide in India. It defines the digital divide as the gap between those who have access to computers and the internet versus those who do not. In India, the digital divide exists between rural and urban areas, as well as between socioeconomic classes. The government has launched several initiatives under its Digital India program to bridge the digital divide, such as expanding broadband access, increasing mobile penetration, developing digital literacy programs, and increasing e-governance services. However, the digital divide in India still poses challenges to the country's economic growth and global competitiveness. Efforts are needed to expand access to ICT for rural and lower-income populations.
Wired Community @ Collingwood Final Report Infoxchange
Wired Community @ Collingwood is a project providing residents of the Collingwood public housing estate in inner Melbourne an opportunity to obtain a network-ready computer at no cost, along with the establishment of an ICT training hub, estate-wide intranet and communications network, email and affordable internet access for residents. This slideshow presentation by Isoquant consulting presents the project's final report.
The document defines key terms related to information and communication technology (ICT) and the digital divide. It discusses debates around prioritizing ICT development, both criticisms and arguments in support. United Nations Millennium Development Goals related to ICT access are outlined. The document explores how ICTs can support education, health, small and medium enterprises, and governance. It analyzes dimensions of the digital divide and importance of closing the gap, proposing strategies to increase access and relevance of ICTs.
' Digital Technology and Disability in Australian Social Life', paper for The Australian Sociological Association (TASA) conference, 25-27 November 2014, UniSA, Adelaide
Digital Divide & Digital Inequality PresentationTravis Kench
This document discusses the digital divide and digital inequality. It defines the digital divide as the gap between those who have access to computers and the internet versus those who do not. Digital inequality refers to socioeconomic factors like income, age, education, and location that limit technology access. It provides statistics on global internet and broadband access and adoption to demonstrate the gaps. It also discusses factors contributing to the digital divide like infrastructure costs, deregulation, and the lack of universal service fund support for broadband. Potential solutions discussed include increasing community access points, partnering with libraries, and providing technology training.
Convergence refers to the merging together of technologies from different sectors such as telecommunications, information technology, and media. This merging has led to innovative new products and services through the combination of heterogeneous technologies. There are different types of convergence including technological, communications, and media convergence. An example of convergence is the smartphone, which combines the functions of a mobile phone, camera, MP3 player, and other technologies into a single device. In the classroom, convergence can be demonstrated through the use of a laptop connected to a television to project multimedia lessons and activities for students. While convergence provides benefits like increased convenience and efficiency, it also poses challenges around regulation, intellectual property, and its potential effects on culture and society.
The differences of hv's and havenot's incase of ICT is called digital divide. The presentation focuses on digital divide in education. The concept explained with facts available on the net. The facts are included and referred in the show. The purpose of the presentation is pure academic and not commercial. the citation has been given. Concept of digital divide, global facts of digital divide with special reference to India, reasons behind digital divide and solutions of it has been mentioned in the presentation
There are three main types of digital divides discussed in the document. First, the divide between those who have access to digital technology and those who do not due to socioeconomic barriers. Second, the divide between those who actively use technology, known as digital natives, and those who do not due to a lack of digital literacy skills. And third, the divide caused by policies that restrict access to technology through filtering and blocking in schools and libraries. Bridging these divides requires expanding access, increasing media literacy education, and reducing restrictions on technology use.
The document discusses the concept of the digital divide, both in terms of access and usage of technology. It addresses how the digital divide has evolved from differences in access to computers and the Internet, to differences in individuals' digital skills and literacy. The document emphasizes that education and policy need to focus on enhancing digital literacy in order to reduce this "second-level digital divide" and promote 21st century skills.
A presentation about definition, extent and reasons for digital divide, impact of the web and attempts to bridge the digital divide. I gave this speech in my ESL class at Portland State University in December 2008
The document discusses the digital divide, which is defined by the OECD as the gap between individuals and areas in accessing and using information and communication technologies (ICTs) and the internet. It presents perspectives that the digital divide prevents equal access to education due to a lack of technology. Rural and low-income areas often lack sufficient internet access, limiting educational opportunities. Closing the digital divide requires efforts like increasing broadband access for low-income communities and providing training to help people navigate computers and the internet.
This document discusses the digital divide in the United States and worldwide. It is divided into several sections that cover the digital divide among socioeconomic groups, in rural areas, based on age, in third world countries, developing countries, and developed countries. Key points made include that low-income Americans, African Americans, Hispanics, and disabled individuals have less access to broadband. Rural areas also have less access and choice for high-speed internet. Developing countries have the largest gaps in internet access and participation in the digital economy.
1 biggs-digital divides and generational emplthyifa2012
This document discusses digital divides between generations and the need for intergenerational empathy. It covers how younger generations are "digital natives" comfortable with technology while older generations are "digital immigrants". There is potential for conflict between those who view the internet in colonial vs inclusive terms. The document calls for a generationally intelligent internet that enhances interconnection across ages instead of exclusionary "us vs them" divides and promotes complementary uses of technology across the lifespan.
The document discusses the digital divide, which refers to unequal access to information and communication technologies (ICTs) between individuals, households, businesses and nations. The digital divide exists due to differences in access to the internet, skills to use digital technologies, and ability to afford ICT services. Lower income households are much less likely to have internet access compared to higher income households. Reducing the digital divide requires improving access to affordable broadband, increasing digital literacy, and ensuring online content is relevant and accessible to underserved groups.
This document appears to be a set of slides for a session on the role of information and communication technology (ICT) in education. The session will be led by Dr. Palitha Edirisingha on November 14, 2011 from 10:00am to 12:00pm. The session aims to help students gain an understanding of ICT developments in different contexts and implications for teaching and learning. Key topics to be discussed include digital natives, the digital divide, digital literacy, and examples of internet access and use of ICT in schools internationally. Learning activities will include pre-session research and readings, group discussions, and a potential post-session assignment.
The document discusses the digital divide, which refers to the gap between those who have access to modern information and communication technologies (ICTs) like the internet, and those who do not. It notes that while access to ICTs has spread rapidly in industrialized countries, the growth has been uneven in developing nations. This can further widen socioeconomic divides. Some key points made include that over 40% of people live on less than $2 per day, making basic internet access unaffordable, and that disparities exist between countries in areas like number of scientists and engineers, which influence technological development. The true significance of the digital divide is its potential economic effects, as access to ICTs and information is increasingly important
The document discusses the digital divide between developed and developing countries. It notes that developing countries often lack basic infrastructure and money to invest in new technologies. However, greater access to broadband and the internet can help developing nations progress towards goals like education. Some initiatives like One Laptop Per Child are working to provide affordable laptops and solar chargers to help close this divide and bring technology and education to students in developing world classrooms.
The ‘digital natives’ debate (nurnaningsih). muhammad khanif
The document critically reviews claims about "digital natives" - the generation born after 1980 that grew up with technology. It finds that while young people widely use computers and phones, they do not necessarily have sophisticated skills. Studies show most only use basic functions and few create online content. Additionally, while multitasking seems a preference, it can hurt concentration. Preferences depend more on tasks than generational traits. Overall, arguments for radically changing education based on this generation lack evidence and represent an "academic moral panic." More research including perspectives of students and teachers is needed before concluding widespread reforms are necessary.
ICT has impacted various areas of society including education, banking, industry, and commerce. E-learning allows students and teachers to communicate remotely for discussions or problem solving. Online banking services let users transfer money and pay bills through websites or ATM machines. Industries utilize robots in manufacturing and supercomputers for research. E-commerce enables buying and selling online through websites with online payment options.
2010 - Dominican Republic - ICT - Digital DivideAlfonso Sintjago
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.
This document discusses internet policy, governance, and inclusion. It notes that internet law and policy now covers a wide range of topics beyond older concepts in media/communications and telecommunications, including intellectual property, privacy, data, algorithms, and the internet of things. A central issue is digital inequality and inclusion. The UN's sustainable development goals aim to promote inclusive access to information technology. Research on the digital divide examines access, skills, and connectivity outcomes. The document then discusses internet inclusion in Australia, noting research on the digital divide and inclusion index, which finds gaps in access, ability, and affordability between different groups. It calls for an inclusive dialogue on technology that focuses on human values and lives.
This document summarizes Gerard Goggin's presentation on building digital citizenship, with a focus on disability inclusion. Some key points:
- Digital citizenship involves more than just cyber safety and literacy, but full civic, political, social and cultural participation using digital technologies.
- Accessible technology is crucial to support the four areas of NSW's inclusion plan but is not mentioned in the current plan, indicating a need to "catch up".
- Both global forces and reliance on private markets threaten equitable access, so governments must play active roles in facilitating innovation and access.
- Disability perspectives can help reimagine universal and inclusive design of digital technologies and systems to meet diverse needs and promote digital rights.
Wired Community @ Collingwood Final Report Infoxchange
Wired Community @ Collingwood is a project providing residents of the Collingwood public housing estate in inner Melbourne an opportunity to obtain a network-ready computer at no cost, along with the establishment of an ICT training hub, estate-wide intranet and communications network, email and affordable internet access for residents. This slideshow presentation by Isoquant consulting presents the project's final report.
The document defines key terms related to information and communication technology (ICT) and the digital divide. It discusses debates around prioritizing ICT development, both criticisms and arguments in support. United Nations Millennium Development Goals related to ICT access are outlined. The document explores how ICTs can support education, health, small and medium enterprises, and governance. It analyzes dimensions of the digital divide and importance of closing the gap, proposing strategies to increase access and relevance of ICTs.
' Digital Technology and Disability in Australian Social Life', paper for The Australian Sociological Association (TASA) conference, 25-27 November 2014, UniSA, Adelaide
Digital Divide & Digital Inequality PresentationTravis Kench
This document discusses the digital divide and digital inequality. It defines the digital divide as the gap between those who have access to computers and the internet versus those who do not. Digital inequality refers to socioeconomic factors like income, age, education, and location that limit technology access. It provides statistics on global internet and broadband access and adoption to demonstrate the gaps. It also discusses factors contributing to the digital divide like infrastructure costs, deregulation, and the lack of universal service fund support for broadband. Potential solutions discussed include increasing community access points, partnering with libraries, and providing technology training.
Convergence refers to the merging together of technologies from different sectors such as telecommunications, information technology, and media. This merging has led to innovative new products and services through the combination of heterogeneous technologies. There are different types of convergence including technological, communications, and media convergence. An example of convergence is the smartphone, which combines the functions of a mobile phone, camera, MP3 player, and other technologies into a single device. In the classroom, convergence can be demonstrated through the use of a laptop connected to a television to project multimedia lessons and activities for students. While convergence provides benefits like increased convenience and efficiency, it also poses challenges around regulation, intellectual property, and its potential effects on culture and society.
The differences of hv's and havenot's incase of ICT is called digital divide. The presentation focuses on digital divide in education. The concept explained with facts available on the net. The facts are included and referred in the show. The purpose of the presentation is pure academic and not commercial. the citation has been given. Concept of digital divide, global facts of digital divide with special reference to India, reasons behind digital divide and solutions of it has been mentioned in the presentation
There are three main types of digital divides discussed in the document. First, the divide between those who have access to digital technology and those who do not due to socioeconomic barriers. Second, the divide between those who actively use technology, known as digital natives, and those who do not due to a lack of digital literacy skills. And third, the divide caused by policies that restrict access to technology through filtering and blocking in schools and libraries. Bridging these divides requires expanding access, increasing media literacy education, and reducing restrictions on technology use.
The document discusses the concept of the digital divide, both in terms of access and usage of technology. It addresses how the digital divide has evolved from differences in access to computers and the Internet, to differences in individuals' digital skills and literacy. The document emphasizes that education and policy need to focus on enhancing digital literacy in order to reduce this "second-level digital divide" and promote 21st century skills.
A presentation about definition, extent and reasons for digital divide, impact of the web and attempts to bridge the digital divide. I gave this speech in my ESL class at Portland State University in December 2008
The document discusses the digital divide, which is defined by the OECD as the gap between individuals and areas in accessing and using information and communication technologies (ICTs) and the internet. It presents perspectives that the digital divide prevents equal access to education due to a lack of technology. Rural and low-income areas often lack sufficient internet access, limiting educational opportunities. Closing the digital divide requires efforts like increasing broadband access for low-income communities and providing training to help people navigate computers and the internet.
This document discusses the digital divide in the United States and worldwide. It is divided into several sections that cover the digital divide among socioeconomic groups, in rural areas, based on age, in third world countries, developing countries, and developed countries. Key points made include that low-income Americans, African Americans, Hispanics, and disabled individuals have less access to broadband. Rural areas also have less access and choice for high-speed internet. Developing countries have the largest gaps in internet access and participation in the digital economy.
1 biggs-digital divides and generational emplthyifa2012
This document discusses digital divides between generations and the need for intergenerational empathy. It covers how younger generations are "digital natives" comfortable with technology while older generations are "digital immigrants". There is potential for conflict between those who view the internet in colonial vs inclusive terms. The document calls for a generationally intelligent internet that enhances interconnection across ages instead of exclusionary "us vs them" divides and promotes complementary uses of technology across the lifespan.
The document discusses the digital divide, which refers to unequal access to information and communication technologies (ICTs) between individuals, households, businesses and nations. The digital divide exists due to differences in access to the internet, skills to use digital technologies, and ability to afford ICT services. Lower income households are much less likely to have internet access compared to higher income households. Reducing the digital divide requires improving access to affordable broadband, increasing digital literacy, and ensuring online content is relevant and accessible to underserved groups.
This document appears to be a set of slides for a session on the role of information and communication technology (ICT) in education. The session will be led by Dr. Palitha Edirisingha on November 14, 2011 from 10:00am to 12:00pm. The session aims to help students gain an understanding of ICT developments in different contexts and implications for teaching and learning. Key topics to be discussed include digital natives, the digital divide, digital literacy, and examples of internet access and use of ICT in schools internationally. Learning activities will include pre-session research and readings, group discussions, and a potential post-session assignment.
The document discusses the digital divide, which refers to the gap between those who have access to modern information and communication technologies (ICTs) like the internet, and those who do not. It notes that while access to ICTs has spread rapidly in industrialized countries, the growth has been uneven in developing nations. This can further widen socioeconomic divides. Some key points made include that over 40% of people live on less than $2 per day, making basic internet access unaffordable, and that disparities exist between countries in areas like number of scientists and engineers, which influence technological development. The true significance of the digital divide is its potential economic effects, as access to ICTs and information is increasingly important
The document discusses the digital divide between developed and developing countries. It notes that developing countries often lack basic infrastructure and money to invest in new technologies. However, greater access to broadband and the internet can help developing nations progress towards goals like education. Some initiatives like One Laptop Per Child are working to provide affordable laptops and solar chargers to help close this divide and bring technology and education to students in developing world classrooms.
The ‘digital natives’ debate (nurnaningsih). muhammad khanif
The document critically reviews claims about "digital natives" - the generation born after 1980 that grew up with technology. It finds that while young people widely use computers and phones, they do not necessarily have sophisticated skills. Studies show most only use basic functions and few create online content. Additionally, while multitasking seems a preference, it can hurt concentration. Preferences depend more on tasks than generational traits. Overall, arguments for radically changing education based on this generation lack evidence and represent an "academic moral panic." More research including perspectives of students and teachers is needed before concluding widespread reforms are necessary.
ICT has impacted various areas of society including education, banking, industry, and commerce. E-learning allows students and teachers to communicate remotely for discussions or problem solving. Online banking services let users transfer money and pay bills through websites or ATM machines. Industries utilize robots in manufacturing and supercomputers for research. E-commerce enables buying and selling online through websites with online payment options.
2010 - Dominican Republic - ICT - Digital DivideAlfonso Sintjago
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.
This document discusses internet policy, governance, and inclusion. It notes that internet law and policy now covers a wide range of topics beyond older concepts in media/communications and telecommunications, including intellectual property, privacy, data, algorithms, and the internet of things. A central issue is digital inequality and inclusion. The UN's sustainable development goals aim to promote inclusive access to information technology. Research on the digital divide examines access, skills, and connectivity outcomes. The document then discusses internet inclusion in Australia, noting research on the digital divide and inclusion index, which finds gaps in access, ability, and affordability between different groups. It calls for an inclusive dialogue on technology that focuses on human values and lives.
This document summarizes Gerard Goggin's presentation on building digital citizenship, with a focus on disability inclusion. Some key points:
- Digital citizenship involves more than just cyber safety and literacy, but full civic, political, social and cultural participation using digital technologies.
- Accessible technology is crucial to support the four areas of NSW's inclusion plan but is not mentioned in the current plan, indicating a need to "catch up".
- Both global forces and reliance on private markets threaten equitable access, so governments must play active roles in facilitating innovation and access.
- Disability perspectives can help reimagine universal and inclusive design of digital technologies and systems to meet diverse needs and promote digital rights.
The current generation of young children has been described as “digital natives”, having been born after1980 into a ubiquitous digital media environment. The greater majority of people today are digital natives. They are tech savvy with a very vibrant social media presence. They were born into a world of peak tech¬no¬log¬i¬cal inno¬va tion, where infor¬ma¬tion was imme¬di¬ate¬ly acces¬si¬ble and social media increas¬ing¬ly ubiquitous. They have some peculiar characteristics which have attracted the attention of researchers. These unique characteristics create predictable, serious problems between digital native learners and digital immigrant teachers, indicating that educational systems must change to catch up with modern times. The traditional education systems do not cater to the needs and interests of digital natives. This paper presents some ways educators can understand digital natives and change their teaching styles accordingly. Matthew N. O. Sadiku | Uwakwe C. Chukwu | Abayomi Ajayi-Majebi | Sarhan M. Musa "Education for Digital Natives" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49580.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/49580/education-for-digital-natives/matthew-n-o-sadiku
The document discusses the Designing for Digital Learners (D4DL) research group at UWE Bristol. The group conducts interdisciplinary research on technology enhanced learning using social media, mobile devices, and more. It lists six principles that guide the group's work: 1) equitable access to cultural resources is a democratic right, 2) mobile phones are new cultural resources, 3) users actively generate their own learning contexts, 4) appropriation is key to recognizing mobile devices as cultural resources, 5) significant potential for social/mobile learning in informal and professional contexts, and 6) social/mobile can design transformative learning contexts. Examples are given for several principles.
The document discusses the concept of the "new digital divide" in relation to technology integration and social justice. It notes that while initial concerns focused on physical access to technology, true access requires digital literacy skills. It highlights several factors that can contribute to unequal participation, such as socioeconomic barriers, lack of awareness or relevance of technology, and fear or distrust of privacy and security issues. The document advocates for a focus on developing 21st century skills and media literacy to promote more inclusive and empowered participation in the digital world.
Urban digital technologies present both opportunities and inequalities for people with disabilities. The majority of people with disabilities live in cities in the global south and face significant barriers to equal participation due to a lack of accessible transportation, housing, education, healthcare and other services. While mobile phones and the internet could help overcome some of these barriers, many people with disabilities cannot afford or access these technologies. There is also a failure of imagination in how digital technologies are designed to be inclusive of disability. However, disability rights advocates are working to reimagine cities and media through a social model of disability that recognizes disability as a normal part of human diversity.
Digital technologies are changing the world in all walks of life, including the way we learn, think, and work. They have grown exponentially and their use has globalized. As technologies get cheaper, access to the Internet has become easier and affordable for people worldwide Youths around the world are the most active users of technologies and they are transforming our world through the power of technologies. Many experts use the term “digital native” to describe these young adults now entering the workplace. It is estimated that by 2050, digital natives will make up more than half the entire adult population of the world. Digital natives are receiving increasing attention and recognition from both national and international policy makers. This paper provides an overview of digital natives around the world. Matthew N. O. Sadiku | Uwakwe C. Chukwu | Abayomi Ajayi-Majebi | Sarhan M. Musa "Digital Natives around the World" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50357.pdf Paper URL: https://www.ijtsrd.com/engineering/other/50357/digital-natives-around-the-world/matthew-n-o-sadiku
The problem with ‘digital generation’: A study of adult digital content creat...Middlesex University
The problem with ‘digital generation’: A study of adult digital content creators
Karl Mannheim (1952 [1928]) wrote about problems associated with use of the term ‘generation’. He argued that generational consciousness within a generation is not necessarily homogeneous or coherent, as there will be divergent views and practices within any group. Indeed one of the main criticisms arising from comparisons and differentiation between people in pre-defined generational groups is that standardised assumptions and pre-conceptions are made about how they behave and their ability to learn. This is particularly problematic in the digital era when use of the terms ‘digital generation’ and ‘net generation’ (Tapscott, 2008) are used for the categorisation of age delineation (Buckingham, 2006).
This research investigates 36 UK adults using digital technology as they participate in the practices of content creation, distribution and sharing online as a form of vernacular creativity. It views participants not as members of a pre-defined generation, but as individuals within an age range. Consequently, generational preconceptions were suspended in favour of an approach linked to the modes of communication and technologies available and familiar to them in their early life and to their own personal circumstances and backgrounds. Research revealed that adopting digital technologies acted as enablers in facilitating the unlocking of suppressed behaviour and creative desires across the age spectrum. In addition the research findings offer a nuanced set of conclusions where both commonly held actions of purpose and age related circumstances are important. These are alternative to the over-simplistic and sometimes polemical perception that the so-called ‘digital generation’ are more digitally adept and literate than older internet users.
Bibliography
Buckingham, D. (2006), Is there a Digital Generation? In: David Buckingham & Willett, R. (eds.) Digital Generations: Children, Young People and New Media. Mahwah, NJ: Erlbaum.
Mannheim, K. (1952 [1928]), The Problem of Generations. In: Kecskemeti, P. (ed.) Essays on the Sociology of Knowledge. New York, NY: Oxford University Press.
Tapscott, D. (2008), Grown Up Digital, New York, NY, McGraw-Hill.
5 digital literacy-and_citizenshipdef - an overviewLisa Somma
The document discusses digital literacy and citizenship for citizens in a digital society. It describes digital natives and immigrants and how they use social media to share information. It argues that digital literacy is important for self-expression and participation online. It also discusses the European Union's Digital Economy and Society Index, which measures countries' digital performance and connectivity. It finds that many Europeans lack basic digital skills and that improving skills and access is important. Finally, it examines approaches to teaching digital citizenship in schools through developing critical thinking about technology use and responsibility online.
Digital Media Education for Korean YouthHafidzah Aziz
This document examines digital media education policies for youth in Korea. It provides an overview of trends in digital media education in English-speaking countries to frame the analysis. Digital media education aims to both empower youth and protect them, and can be categorized into awareness, access to hardware/software, and digital skills. The document then reviews digital media usage statistics for Korean youth and Korean government policies related to digital media education. It finds that while Korea has attempted a sophisticated framework, a formally established media education curriculum is still lacking.
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
This document discusses the relevance and limitations of using information and communication technology (ICT) in education. It outlines several benefits of ICT according to different authors, including that it aids learning absorption, provides a boundless resource for research and presentations, and prepares students for the modern workplace. However, the document also notes some drawbacks, such as technology going unused if teachers and students are not properly trained, the high initial costs, and issues with centralized access. The overall objective is to examine different perspectives on the benefits and limitations of ICT in education, and enhance understanding of its role in 21st century instructional delivery.
Jadi infrastruktur TI berjalan diatas infrastruktur publik seperti listrik, gedung dll. Dalam infrastruktur TI dapat dilihat tidak hanya terdiri dari perngakta keras tapi juga terdiri dari perangkat lunak seperti OS, aplikasi middleware dan database.
Kecenderungan infrastruktur semakin hari semakin merambat naik. Semakin banyak komponen perangkat lunak yang menjadi dasar bagi komponen perangkat lunak yang lain untuk dapat bekerja. Contohnya adalah library bahasa pemrograman. Template template design (theme) yang dapat digunakan oleh banyak aplikasi.
Bahkan trend sekarang ada yang disebut SOA (Service Oriented Architecture) yang menyediakan dirinya (aplikasi) untuk dapat digunakan secara bersama oleh aplikasi yang lain. Pengertian infrastruktur dalam TI sudah tidak lagi berarti sesuatu yang statik (hardware) tapi sudah menjadi sesuatu yang lebih fleksible (software).
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Social Media: Digital Content Creation & Sharing - Symposium Nov 2010Middlesex University
This document summarizes a research study investigating how three age groups (18-28, 40-50, 65-75) create and share digital content online. The study will use qualitative methods including questionnaires, interviews, and an online forum to examine differences in digital literacy and content creation across age groups.
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
Coetzee World Wide Webs Smart Cape Access Public Access to bridge the Digit...Liezl Coetzee
The document discusses the Smart Cape public access project in Cape Town, South Africa that aims to bridge the digital divide. It provides free access to computers and the internet in public libraries. While physical access is provided, ongoing issues around affordability, capacity, relevant content and socio-cultural inequalities threaten sustainability. User testimonials nevertheless emphasize the transformative impact of access and how it has empowered dreams and opportunities.
Similar to Reimagining Technology and Communication for Better Education Futures (20)
Disability, Emerging Tech & Inclusive Design at the CrossroadsUniversity of Sydney
This document summarizes a talk on disability, emerging technology, and inclusive design. It notes that while progress has been made in inclusive design and understanding disability requirements, more still needs to be done. It discusses key issues like digital inequality experienced by disabled people during the pandemic. Contemporary inclusive design work is highlighted, but challenges remain like slow adoption of participatory design and suboptimal policy frameworks. Case studies from Singapore examine issues like mobile phone accessibility and plans for driverless cars and disability mobility.
Disability and Digital Inclusion: Reimagining Mass Media & SocietyUniversity of Sydney
This document discusses how disability can serve as a new paradigm for understanding society, technology, and media. It argues that disability is a major site of social change and an important area of research in relation to technology and media. Around 10-20% of global populations have significant disabilities. While disability was traditionally viewed as a medical issue, the social model of disability recognizes that social environments can disable people. New technologies both pose challenges and opportunities for inclusion. Disability is now a mainstream social and political issue. The document examines the rise of disabled athletes in media through the Paralympics. It discusses how disability intersects with digital platforms, artificial intelligence, and communication rights. Disability is at the cutting edge of understanding digital inclusion and securing benefits
Gerard Goggin presentation for Reimagining Australian via Disability and Media: Technologies, mobility, and representations panel,
International Australian Studies Association (INSA) conference, 7-9 Dec 2016, Fremantle
Disability and Smart Cities:
On Communication Policy, Technology, and Justice in Future Societies
by Gerard Goggin (University of Sydney)
paper presented at Communication Policy and Technology section of 'Memory, Commemoration and Communication: Looking Back, Looking Forward', International Association of Media Communication Research (IAMCR) conference
27-31 July, 2016, University of Leicester
Disability & Children: New Challenges to Human Rights & Digital PolicyUniversity of Sydney
This document summarizes a presentation on the rights of children with disabilities in the digital age. It discusses three key points:
1) Normative frameworks around childhood, disability, and technology often do not consider children with disabilities and can be limiting.
2) Children with disabilities face significant digital inclusion and exclusion barriers, especially in the global south. Baseline data is needed on their technology use.
3) The UN Convention on the Rights of the Child and Convention on the Rights of Persons with Disabilities both relate to children with disabilities' digital rights concerning protection, education/skills, and participation in policy decisions. An agenda is needed to address data gaps, accessibility, norms, agency, methods, and public
Communication, Media & Disability: New Models of Social Action & Political Im...University of Sydney
Helping
people with
disabilities’,
Exchange Telstra
blog, 1 May 2014
‘This got me thinking about how technology can
help people with disabilities in their daily lives.
While driverless cars are still in development,
there are already many assistive technologies
available that help people with disabilities
communicate, learn and be more independent.’
Sarah Ismail, ‘The
Engineering and design that considers accessibility and disability can benefit all users. When engineering for disability, it is important to consult people with disabilities and consider the wide range of impairments and capabilities. Universal design aims to make technologies usable by as many people as possible. For example, wheelchair ramps benefit not just those in wheelchairs but also parents with strollers. Engineering and technology designed for disability can drive innovation and create new opportunities to support participation for all.
Beyond Digital Divides in Asia, Oceania, Middle East & Africa, talk for Partnership for Progress on Digital Divide 2015 conference, ASU Scotsdale, AZ, 21-22 Oct 2015
This document discusses how engineering can better support disability by considering disability as a normal part of human diversity rather than something to be cured or fixed. It argues that universal design which aims to maximize usability for all people, including those with disabilities, benefits society as a whole. When engineers consult disabled people and incorporate principles of universal design, infrastructure like transportation systems, buildings, and technology can be accessible to the widest range of users. The document also notes that many places in the developing world rely heavily on mobile technology, showing its potential to improve participation when designed accessibly.
This document discusses mapping initiatives that track global media policy issues and developments. It focuses on the Mapping Global Media Policy project, which aims to monitor, categorize, and analyze key issues in global media governance. The project builds a database and online platform of resources to share knowledge between scholars and stakeholders. It seeks to enhance participation in policy processes and reduce barriers to involvement. The document questions how useful these mapping initiatives are for advocacy and improving policy and media outcomes, and examines challenges in populating platforms and ensuring comprehensive and ongoing coverage of policy information.
Global and mobile internets are created locally but have become global technologies. While the internet is imagined differently in various places, understanding its local contexts and histories is important to comprehending its role in globalization. Debate around internet freedom emerged as the internet became a mass medium, with different countries and activists promoting open or regulated visions of the internet.
The document summarizes key topics related to the history and development of the Internet. It discusses how (1) the Internet started as a network of networks using TCP/IP and has since converged with mobile technologies, (2) early experiments and games laid the foundations for the Internet as we know it today, and (3) governance and policy issues around content, intellectual property, censorship, access, and privacy have emerged as the Internet has grown globally in scale and importance.
Goggin disabilitypoweraccountability10august2015presentationUniversity of Sydney
Disability is an important issue that affects 1 in 5 Australians and challenges traditional conceptions of the human body and experience. It presents new perspectives on power, accountability, culture and the relationship between humans and their environment. This document discusses how thinking about disability and the concept of "listening" can provide valuable insights. It raises questions about who has their voices heard and whether those in privileged non-disabled positions are open to listening to the perspectives of those with disabilities. Examples are given around welfare reforms, media representation of disabilities in Australia, and increasing inclusion in events like TED talks.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Reimagining Technology and Communication for Better Education Futures
1. Reimagining Technology
and Communication for
Better Education Futures
Keynote address by Gerard Goggin, University of Sydney
2018 Distance Symposium, The 4C-able Future -
Collaboration, Communication, Critical Thinking, Creative
Thinking, 9-10 August 2018, Sydney
4. A "School of the Air" classroom in progress at Broken Hill, presided over by Mrs. Phyllis
Gibb, a well known district identity, ca. 1958 [picture] / Jeff Carter: Source: NLA
8. Doctor Charles Ellis, Royal Flying
Doctor Service of Australia, sends a
patient's medical records by fax to
Cairns Base Hospital, Croydon
Hospital, Croydon, Queensland, 17
June 2005 [/ Loui Seselja: Source:
NLA
9. Kathy Wall assists daughter Rebeca with interactive School of the Air lesson,
Langidoon Station, north-east of Broken Hill, south-west of New South Wales,
October 2003 / Bill Bachman. Source: NLA
10. Steven Yinawanga and Stuart Martin during a Business Studies class, at the Batchelor
Institute of Indigenous Tertiary Education, Northern Territory, 4 August 2010 [picture] /
Darren Clark. Source: NLA
12. [Jessica Berliner, 18, talks on
her mobile phone while
'texting' on a friend's phone,
Haberfield, N. S. W.,
December 2004] [picture] /
Sean Davey: Source: NLA
16. The mediation of distance
education –– and indeed
education generally –– via
technology has only
intensified in recent years.
17. major issue is how to fit
technology critically &
productively in the contemporary
mission of education
place of technology in society
is central issue for all now
20. Computer Lab in the Education Centre, Baxter Immigration Reception and
Processing Centre, near Port Augusta, 12 July, 2002 / Damian McDonald. Source:
NLA
21. Robbie Fordyce & Kate Murray, ‘BUILDING A NATIONAL BROADBAND FOR
EVERYONE...EVEN GAMERS, THE PURSUIT, U. OF MELB, 6 AUG 2018
22. Humanoid
robot ‘Sophia’ at
United Nations,
New York, US,
11 October 2017
Photograph:
Lohr-J/Sipa.
Reproduced in
van Badham,
‘We Can Beat
Robots – with
Democracy’,
Guardian, 3 Nov
2017
23.
24. Missing in Action in Australia
Tech Imagination:
Social, cultural innovation in
technology?
Rights?
Digital inclusion?
Education?
25. The ‘ways of seeing’ –– in essence, we
imagine technology and communication
–– have profound implications for how
we see the nature, limits, and
possibilities of educational futures.
Hence need for frameworks for critical
assessment of the place of technology in
better educational futures.
This is highlighted by current Human
Rights Commission project on Human
Rights and Technology
26. ‘Human Rights Commissioner Edward Santow is leading a project that explores the impact
and opportunities of new technologies to protect and promote our rights and freedoms.
The project will look at:
1. The challenges and opportunities for human rights of emerging technology.
2. Innovative ways to ensure human rights are prioritised in the design and governance of
emerging technologies.
We will report on and make recommendations for responsible innovation to protect human
rights in Australia in 2019.’ HRC, July 2018: https://tech.humanrights.gov.au/
27.
28. Human Rights & Technology Issues paper
‘As new technology reshapes our world,
we must seize the opportunities this
presents to advance human rights by
making Australia fairer and more
inclusive. However, we must also be alive
to, and guard against, the threat that
new technology could worsen inequality
and disadvantage.’ (AHRC, 2018, p. 4)
29. Data privacy in wake of Cambridge
Analytica scandal
Source: NY Times, 10 April,
2018:
https://www.nytimes.com/
2018/04/10/us/politics/ma
rk-zuckerberg-
testimony.html
30. Australia My Health Record
debate https://www.theguardian.com/australia-news/my-health-record
31. Human Rights & Technology Issues paper
‘New technology is becoming integrated into
almost every aspect of life … It is crucial,
therefore, that the whole community is able
to access and use such technology’
‘how do we ensure the technology that
enables us to enjoy our basic human rights is
itself available and accessible?’ (AHRC, 2018, p.
36).
Key case study –– people with disabilities &
(digital) citizenship
40. Communication & inclusive design
• Communication includes wide range of ways that human
relate to each other and their environments – face-to-
face, languages, images, sounds, touch, mediated forms
of communication
• Communication thro’ digital technologies & platforms has
become a crucial part of everyday life, work, education,
commerce, public life, social participation & support
• Many people are excluded from societal forms of
communication, or experience barriers or lower quality
communication; this is even the case in much vaunted
digital technology, which is presented as a boon for all
(especially marginalized or excluded groups)
• Hence the importance of universal design in
communication
41. The future is often imagined via visions of technology;
& our spaces & places, especially in cities, are
increasingly combining virtual and built environments
- in universities or schools, for instance, learning takes place
in classrooms where people ‘bring their own device’ – so
design needs to embrace built + virtual environment
(accessible digital devices; software accessibility;
accessibility of social media systems; digital books & digital
library accessibility; digital student records; captioned &
described videos in online environments like MOOCs)
42.
43.
44.
45.
46.
47.
48.
49. What is digital citizenship?
• not just cybersafety & digital literacy (very
important; taught in schools now)
• contemporary citizenship – civil, political, social
& cultural – involves digital technology
• across attitudes, liveable communities,
employment & better access to services
• So we have rights to digital technology (starting
with Internet & mobile tech rights)
50.
51. ‘low level of digital inclusion’
‘For people with disability, digital inclusion is low, but
improving steadily. People with disability have a low
level of digital inclusion (44.4, or 10.1 points below
the national average). However, nationally, their
inclusion has improved steadily (by 2.6 points since
2014), outpacing the national average increase (1.8
points).’
Thomas, J, Barraket, J, Ewing, S, MacDonald, T, Mundell, M & Tucker, J 2016, Measuring
Australia’s Digital Divide: The Australian Digital Inclusion Index 2016, Swinburne University
of Technology, Melbourne, for Telstra.
Definition of ‘disability’: ‘Disability: people in this category receive either a disability pension, or the disability support
pension’ (p. 7)
53. Disability helps us reimagine digital
citizenship
• 1st of all: technologies have to be accessible,
useable & affordable for all
• esp. digital technologies – if designed &
implemented – offer new forms of accessibility (e.g.
web accessibility; screen readers; voice &
communication technologies; different kind of
interfaces via touch; automation; robotics)
54.
55. Key ideas for disability, inclusion & digital technology
Socially shaped, disability spans a wide variety of different
bodies, conditions, and situations we can find themselves
more or less “disabled,” identifying or dis-identifying with
disability, through the course of our lives
In relation to technology, there are many ways in which
barriers, obstacles, and inaccessibility can be “built-in” to
systems, rather than producing “enabling” environments
Disability has an especially close association with design,
offering many ways to rethink “universal” and “inclusive
design”;
56. Key ideas for disability, inclusion & digital
technology
Disability draws our attention to new aspects of literacy,
education, and user support requiring accessible
formats, inclusive education, as well as drawing attention
to cultural and linguistic aspects of digital inequality (the
importance of sign language for Deaf communities, for
instance)
Many of the proffered solutions for global connectivity,
such as cheap mobile phones, fall well short of meeting
the needs, preferences, and desires of users with
disabilities
People with disabilities are marginalized in the
research, policy, technology design, and policy
formulation relating to digital citizenship & inequality
57. Disability, digital citizenship &
education: New rights
• Technology now crosses divide between ‘assistive’ and
‘mainstream/other’ technologies in new ways (e.g.
tablet computers such the iPad) – this changes market,
economic & consumer dynamics
• right to technologies as integral part of human rights
are set out in the Convention on the Rights of Persons
with Disabilities (CRPD)
• So is right to inclusive education (Article 24)
• People with disabilities face significant social inequality
& justice - technology + education is seen as key tool in
addressing this
58. Do we have a map of digital
citizenship in NSW?
• How does each person and household gain affordable,
accessible access to & use of accessible technology? (e.g. what
role is played by NSW tech industry & ecosystem; employers;
NDIS system & providers in assistive tech; Fed govt in universal
service; anti-discrimination/human rights law; state gov &
agencies; local govt; community groups; education institutions?)
• How does everyone learn the basics about digital technology?
across different groups/demographics in communities, especially
addressing distinct requirements across families; communities;
schools; work; institutional settings;
• How do we ensure everyone has access to training & support for
new kinds of digital technology? E.g. to access ‘digital’
government services (paying bills; licence renewals) Often
community groups, libraries, local governments provide/support
such training/support
59. Map of digital citizenship in NSW?
• What say do citizens have in introduction & operation
of digital technologies? (e.g. what are the governance
arrangements for data gathering & digital services in
‘smart’ cities currently being developed?)
• Policies for intersectional digital citizenship (e.g. what
the concepts & needs of disability digital citizenship
that come from innovative use in particular
communities – cultural diverse, indigenous, rural &
remote communities, gender & sexually diverse
communities?)
• Digital citizenship across the ‘life course’ (e.g. what
about mandating Wi-Fi access in nursing homes & care
facilities for older people?)
60. Tech dreaming, tech realities
- Critical frameworks via user
experiences (of disability,
disadvantage, exclusion)
62. Figure 1: “Look Ma, No Hands”:
Steve Mahan, Google self-
driving car test
‘Web giant Google has already changed the way we search
the internet, watch video and navigate. But the firm's
latest breakthrough could be its biggest innovation yet.
The company promises that its self-driving car will enable
blind people to drive’ Daily Mail, 29 March 2012
65. Conclusion: reimagining tech &
communication for better Ed futures
• Disability features prominently among the wide range of
‘intersectional issues’ often pushed to margins of society,
especially education
• Disability becomes a paradigm case for rethinking both
media and media’s potential contribution to social
progress
• Disability is a key part of wider understandings of cultural
and media diversity, but is of particular interest because
of disability struggles’ strong focus on digital technologies
and their ‘affordances’, capabilities & design
• Disability is recognized as rich source of social innovation
to shape technology
• Shows the power of critically reframe our ‘ways of seeing’
& imagining society via technology – via the struggles of
everyday life & contexts, especially those of marginalized
& the ‘information have-less’