The Digital Divide
Bridging the Digital Divide
Test your knowledge about the Digital Divide and understand its impacts on society. This quiz covers various aspects of digital access and inclusion, equipping you with insights into a crucial issue of our time.
Topics include:
- Definition of the Digital Divide
- Who is most affected?
- Importance of digital inclusion
- Role of education in narrowing the gap
A). The gap between people who have access to the internet and digital technology, and those who do not
B). The changes in technology over time
C). The difference between an Apple device and an Android device
D). The crack in a smart phone screen
Digital technologies play a significant role in our lives and although a connection to the internet is now viewed as necessary, there remains a gap between those who have a connection to the internet and those who do not (Thomas, et al., 2019, p. 8). The digital divide refers to this gap. There are currently 2.5 Million Australians who are not connected to the internet (Hunter, 2020, para. 1).
Digital technologies play a significant role in our lives and although a connection to the internet is now viewed as necessary, there remains a gap between those who have a connection to the internet and those who do not (Thomas, et al., 2019, p. 8). The digital divide refers to this gap. There are currently 2.5 Million Australians who are not connected to the internet (Hunter, 2020, para. 1).
A). People from low socio-economic backgrounds or different cultural backgrounds
B). The elderly and disabled
C). People who live in rural and regional areas
D). All of the above
There are many factors that contribute to the digital divide. These factors include affordability, geography, poor digital literacy, gender, education and age (Thomas, et al., 2018, p. 1; Hunter, 2020, para 4). People aged 65 and over are the most digitally excluded age group in Australia (Thomas, et al., 2019, p. 6). Compared to people who live in regional and remote areas of Australia, those in major cities have a greater number of people connected to the internet (Thomas, et al., 2018, p. 3). Indigenous Australians who live in urban and regional areas have a lower level of digital inclusion (Thomas et al., 2019, p. 6).
There are many factors that contribute to the digital divide. These factors include affordability, geography, poor digital literacy, gender, education and age (Thomas, et al., 2018, p. 1; Hunter, 2020, para 4). People aged 65 and over are the most digitally excluded age group in Australia (Thomas, et al., 2019, p. 6). Compared to people who live in regional and remote areas of Australia, those in major cities have a greater number of people connected to the internet (Thomas, et al., 2018, p. 3). Indigenous Australians who live in urban and regional areas have a lower level of digital inclusion (Thomas et al., 2019, p. 6).
What number of Australians only access internet via a mobile connection?
A). 900,500
B). Approximately 2.5 Million
C). 300,000
D). More than Four Million
More than four million Australians have no fixed internet connection and are accessing internet solely via a mobile connection (Thomas, et al., 2019, p. 6). Thomas, et al., 2019, p. 6 discuss the main reason as low affordability of mobile data.
More than four million Australians have no fixed internet connection and are accessing internet solely via a mobile connection (Thomas, et al., 2019, p. 6). Thomas, et al., 2019, p. 6 discuss the main reason as low affordability of mobile data.
Why is digital inclusion and access to the internet so important?
A). So people can access healthcare, education, banking, and stay connected socially
B). So people can send and receive emails
C). So children can play online video games
D). So people can watch Netflix
Digital inclusion aims to give all Australians access to, and the ability to effectively use digital technologies to ensure well being, access to online education, and social connections with family and friends (Thomas, et al., 2019, p. 8) Digital inclusion is important as it provides greater access to online health services (Thomas, et al., 2018, p. 2).
Digital inclusion aims to give all Australians access to, and the ability to effectively use digital technologies to ensure well being, access to online education, and social connections with family and friends (Thomas, et al., 2019, p. 8) Digital inclusion is important as it provides greater access to online health services (Thomas, et al., 2018, p. 2).
What can schools do to bridge the gap?
A). Provide time for students to play computer games in class
B). Avoid using technology in the classroom so no student misses out
C). Include digital technologies in the curriculum to ensure students are digitally literate, fluent and confident users of technology
D). Supply computers to every student
Research has shown that while the digital divide exists within wider society, within schools there is also a home-school digital divide (Honan, 2006 as cited in Henderson, 2011, p. 153). It is important that teachers are aware of the digital divide. While students may be perceived as digital natives, some students may come from backgrounds that do not have the same access or understanding of technologies as their peers (Howell, 2012, p. 56). Each home may have access to different devices and use technologies in different ways; it is therefore important not to assume all students have the same level of digital literacy (Howell, 2010, p. 57). Communication between schools and home is occurring now in a more digital manner, newsletters and important information are communicated via email and classroom apps (Howell, 2012, p. 62). It is important that schools are aware of this and ensure information is accessible to all families.
Digital Literacies are included in the Australian Curriculum for students across all year levels. The Australian Government has provided funding to The Australian Curriculum, Assessment and Reporting Authority (ACARA) to support the implementation of the Digital Technologies in Focus (DTiF) project in Australia's most disadvantaged schools (ACARA, 2016). Approximately 200,000 people who come from households with low income lack confidence and skills to use the internet (Thomas, et al., 2018, p. 4). The DTiF project will assist students from low socio-economic backgrounds to become confident and digitally literate users of digital technology.
Research has shown that while the digital divide exists within wider society, within schools there is also a home-school digital divide (Honan, 2006 as cited in Henderson, 2011, p. 153). It is important that teachers are aware of the digital divide. While students may be perceived as digital natives, some students may come from backgrounds that do not have the same access or understanding of technologies as their peers (Howell, 2012, p. 56). Each home may have access to different devices and use technologies in different ways; it is therefore important not to assume all students have the same level of digital literacy (Howell, 2010, p. 57). Communication between schools and home is occurring now in a more digital manner, newsletters and important information are communicated via email and classroom apps (Howell, 2012, p. 62). It is important that schools are aware of this and ensure information is accessible to all families.
Digital Literacies are included in the Australian Curriculum for students across all year levels. The Australian Government has provided funding to The Australian Curriculum, Assessment and Reporting Authority (ACARA) to support the implementation of the Digital Technologies in Focus (DTiF) project in Australia's most disadvantaged schools (ACARA, 2016). Approximately 200,000 people who come from households with low income lack confidence and skills to use the internet (Thomas, et al., 2018, p. 4). The DTiF project will assist students from low socio-economic backgrounds to become confident and digitally literate users of digital technology.
References
Australian Curriculum, Assessment and Reporting Authority ACARA. (2016). Digital Technologies in Focus. https://www.acara.edu.au/curriculum/foundation-year-10/learning-areas-subjects/technologies/digital-technologies-in-focus-dtif-project
Henderson, R. (2011). Classroom pedagogies, digital literacies and the home-school digital divide. International Journal of Pedagogies and Learning, 6(2), 152-161.
Hunter, F. (2020, March 27). “Digital divide”: 2.5 million Australians with no internet connection. The Sydney Morning Herald. https://www.smh.com.au/politics/federal/digital-divide-2-5-million-australians-isolated-with-no-internet-connection-20200327-p54egn.html
Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. South Melbourne: Oxford University Press
Thomas, J. Barraket, J. Wilson, CK. Rennie, E. Ewing, S. MacDonald, T. (2019). Measuring Australia’s Digital Divide: The Australian Digital Inclusion Index 2019, RMIT University and Swinburne University of Technology, Melbourne, for Telstra. https://apo.org.au/sites/default/files/resource-files/2019-09/apo-nid255341_3.
Thomas, J. Wilson, C. Park, S. (2018). Australia’s digital divide is not going away. The Conversation. Retrieved from: https://theconversation.com/australias-digital-divide-is-not-going-away-91834
Images:
Image 1: Marvin Meyer/ Unsplash
Image 2: Hacken Noon/ Unsplash
GIF One, Two, Three, Four, Five and Six: Sourced from Giphy
Quiz made by Rachel Downey using Quiz-Maker.com
Student ID:20331311
References
Australian Curriculum, Assessment and Reporting Authority ACARA. (2016). Digital Technologies in Focus. https://www.acara.edu.au/curriculum/foundation-year-10/learning-areas-subjects/technologies/digital-technologies-in-focus-dtif-project
Henderson, R. (2011). Classroom pedagogies, digital literacies and the home-school digital divide. International Journal of Pedagogies and Learning, 6(2), 152-161.
Hunter, F. (2020, March 27). “Digital divide”: 2.5 million Australians with no internet connection. The Sydney Morning Herald. https://www.smh.com.au/politics/federal/digital-divide-2-5-million-australians-isolated-with-no-internet-connection-20200327-p54egn.html
Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. South Melbourne: Oxford University Press
Thomas, J. Barraket, J. Wilson, CK. Rennie, E. Ewing, S. MacDonald, T. (2019). Measuring Australia’s Digital Divide: The Australian Digital Inclusion Index 2019, RMIT University and Swinburne University of Technology, Melbourne, for Telstra. https://apo.org.au/sites/default/files/resource-files/2019-09/apo-nid255341_3.
Thomas, J. Wilson, C. Park, S. (2018). Australia’s digital divide is not going away. The Conversation. Retrieved from: https://theconversation.com/australias-digital-divide-is-not-going-away-91834
Images:
Image 1: Marvin Meyer/ Unsplash
Image 2: Hacken Noon/ Unsplash
GIF One, Two, Three, Four, Five and Six: Sourced from Giphy
Quiz made by Rachel Downey using Quiz-Maker.com
Student ID:20331311
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