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An analysis of the digital literacy of people with disabilities in Korea: Verification of a moderating effect of gender, education and age
Abstract
This study compares the digital literacy of people with and without disabilities in Korea, using data from the 2011 Information Divide Index Data of the National Information Society Agency (NIA). We extracted Internet and smart device users from the NIA samples and examined the main effects of disability, gender and age, as well as their interaction effects on Internet and smart device use and production literacy. Of the 1500 public individuals examined, 1190 (79.3%) were Internet users and 535 (35.7%) were smart device users. Of the 5300 with disabilities, 2110 (63.9%) were Internet users and 324 (8.8%) were smart device users. Generalized linear modelling showed significant main effects of disability, gender, age and education on Internet use and production literacy. The disability × age and disability × education interaction effects on Internet use literacy were statistically significant. We also observed a significant disability × age interaction effect on Internet production literacy. However, the main and interaction effects of disability, gender and education on smart device use and production literacy were not significant.
... The digital gap observed for PwD is known as the "disability divide" [5]. Although the digital environment does provide PwD with a means to overcome their disabilities and integrate in society, the likelihood of them becoming alienated and victims of unequal circumstances is very high [6]. By making PwD information literate, it is possible to bring about a positive paradigm shift in their day-to-day living conditions in ways that broaden their experiences despite their biological or functional impairments. ...
... Meanwhile, brain lesions were positively associated with SNS and social participation. Along these lines, the results of this study suggest that digital information may benefit PwD with physical disabilities [6,26]. Unlike the results of the PC environment, all disabilities except for physical disabilities (Lower) were negatively associated with smart device competence and Internet use/behavior. ...
... Previous research stated that the use of different ICT varies across the types of disability [6]. However, the evidence regarding smart devices is still insufficient. ...
This study aimed to understand the digital divide in Korea by analyzing the digital competence and Internet use/behavior of persons with disabilities (PwD) in the context of PC and smart device use. Data from the 2018 Information Divide Index compiled by the South Korean National Information Society Agency were analyzed. The sample included both PwD and non-disabled populations. The disabled group was further divided by type of disability. We identified the domains that defined competence and Internet use/behavior. Access rates for both PCs and smart devices were also analyzed. Competence and Internet use/behavior varied among PwD. The results showed that the use of smart devices aggravates the information divide among PwD, and its effect varies by type of disability. When controlling for socioeconomic characteristics, lower-limb physical disabilities did not negatively affect competency or Internet use/behavior. These findings have implications for further research as well as policy and practice. Strategies to reduce the information divide for PwD should be responsive to the type of disability and environment of PwD.
... Of course, the advantages of social media can only be achieved when sufficient measures have been put in place to overcome user impairments, thus bridging the digital divide that may otherwise be exacerbated by the impairment (Kim and Doh, 2006;Ellis and Kent, 2011). Previous studies (Nam, 2011;Park and Nam, 2014) showed no difference in digital literacy between people with and without disabilities when other socio-demographic variables were controlled. Further, people with disabilities in Korea actively utilize assistive devices to overcome their physical limitations, and inaccessibility to online services due to physical barriers has been largely overcome (Jin, 2013). ...
... As a preliminary analysis, the differences in descriptive statistics among consumers without disabilities, consumers with mild disabilities, and consumers with severe disabilities were analyzed using an ANOVA with a Scheffé post-hoc test. The moderated mediation model was analyzed with control variables, including gender, education, income, and digital familiarity, based on previous research (Diener and Seligman, 2004;Gidengil and O'Neill, 2006;Park and Nam, 2014). Hayes's PROCESS macro (v. ...
This study investigated the moderating effect of disability on the relationship between middle‐aged consumers' well‐being and their social media use, through the mediating effect of social capital. The study used data from the South Korean National Information Society Agency's “2018 Information Divide Index Dataset.” The results showed consumers with disabilities to be less active on social media, implying that they are likely to experience restrictions on social media use, regardless of degree of disability. Degree of disability had significant moderating effects on the relationship between social media use and subjective well‐being, mediated by bonding social capital. Although bonding social capital mediated the relationship between social media use and well‐being for all consumers, the effect was stronger for consumers with severe disabilities.
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... However, as the population of users in developed countries progressively increased from 29.4% in 2001 to 46.3% in 200446.3% in (ITU, 2019, the main research focus has been moving toward "digital skills and usage" issues. These include "Internet use" within healthcare sectors (Bauer et al., 2018;Chung et al., 2018;Duplaga and Szulc, 2019;Hanauer et al., 2004;Renahy and Chauvin, 2006), psychological well-being and social involvement (Jackson et al., 2004;Quintana et al., 2018;Tang et al., 2020), learning and education (Camerini et al., 2018;Choi et al., 2018;Jackson et al., 2006;Selwyn, 2006;Zhang, 2015), e-government and digital government (Kim, 2015;Nam and Sayogo, 2011;Parkhurst et al., 2015;Reddick and Jaramillo, 2014), "social media use" (Koiranen et al., 2019;Lee et al., 2017;Li et al., 2018;Martin et al., 2018;Meshi et al., 2019), "digital literacy" (Caverly et al., 2019;List, 2019;Ozerbas and Ocal, 2019;Park and Nam, 2014;Porat et al., 2018;Vrana, 2016), and "mobile use" (Lee and Kim, 2014;Marler, 2018;McGregor et al., 2014;Seifert and Schelling, 2015). ...
... Sixth, young people are more motivated and have positive attitudes toward using digital technology. Several studies (Barrantes and Vargas, 2019;Park and Nam, 2014;Quintana et al., 2018;Singh, 2004;Tarhini et al., 2014) have demonstrated that age is the main factor in the digital divide. Singh (2004) found that individuals aged 15-34 and 35-54 years old are positively associated with Internet access. ...
Digital technology has become one of the most important tools for the dissemination of policy information, particularly for implementing short-term transportation policy (STTP). This study investigated the mediating role of the digital divide in the associations between socioeconomic factors and outcomes of STTP through a case study of the first-car buyer policy in Thailand. A structural equation modeling approach was employed to generate a model using a dataset from 77 provinces in Thailand in 2012. The results showed that population density, income per capita, urbanization, and populations of individuals aged 30 to 34 have negative effects on the digital divide, while the digital divide is negatively associated with the beneficiaries of STTP. Meanwhile, economic activity, urbanization, and a population of individuals aged 30 to 34 have indirectly positive links with the beneficiaries of STTP. These findings suggest the significance of the mediating role of the digital divide in the STTP of developing countries.
... Dünya da ve ülkemizde; BİT'ne varsıllık ve kullanma becerileri kıstasında kadın ve erkeğin arasında derin bir eşitsizlik olduğu, konu hakkında yapılan çalışma ve araştırmalarında (Hilbert 2010;Dixon, Correa, Straubhaar, Covarrubias,, Graber, Spence ve Rojas 2014;;İTU News Magazine,2016;Nam ve Park 2014;Saha ve Zaman, 2017;BTYKA, 2000;Öztürk,2005:115;Telekominasyon Kurumu,2002;TUİK,2017aTUİK, , 2017bAşıcı,2009;Yıldız,2011) somutladığı üzere ortadadır. Türkiye'de "cinsiyetin" kadınlar aleyhine önemli bir dijital uçurum değişkeni olmasında, eğitim, sosyo-ekonomik düzeydeki sorunlar ve daha da önemlisi bu iki nedeni pekiştiren ataerkil ideolojinin olumsuz işlevleri rol oynamaktadır. ...
... ; Dixon, Correa, Straubhaar, Covarrubias,, Graber, Spence ve Rojas 2014;Nam ve Park 2014; Saha ve Zaman, 2017) cinsiyet değişkeninin dijital uçurum/bölünme de anlamlı farklar yaratan bir değişken olduğunu gösterir niteliktedir. Bu çalışmalarda ki ortak vurgu ise; BİT kullanım, erişim ve okuryazarlığı konusunda -ki bunlar dijital uçurumun göstergeleridircinsiyete dayalı anlamlı bir fark olduğudur.İnernational Telecommunication Union (İTU)'e ait: İTU News Magazin serbest dijital dergisinin "How Can We Close The Digital Gender Gap?/ Cinsiyete Dayalı Dijital Uçurum Nasıl Kapatılır?" ...
... In general, it can be seen that more than half of the respondents are between the ages of 31 and 50. Individuals of that age already possess a high level of digital literacy (Park and Nam, 2014). Digital literacy is also inextricably linked to respondents' level of education, with most respondents having a tertiary degree background. ...
Purpose
This study aims to explore the structure and dimensions of experiential quality in the context of Indonesian Bank 4.0. Moreover, this study also explains the process of how experiential quality generates customer loyalty (CL) by testing the mediation role of both customer trust (CT) and customer engagement (CE).
Design/methodology/approach
Two sequential smaller studies were conducted to answer the proposed research objectives. The first study was an exploratory study involving two series of focus group discussions and a survey with a self-administered questionnaire. The second study was an explanatory study. Similar to the first study, a self-administered questionnaire was employed to collect the data. A total of 410 participants participated in this study for both the first and second study. Exploratory factor analysis was used to analyse the data in the first study, while Partial Least Squares was employed to test the relationship amongst variables in the second study.
Findings
This study found that Bank 4.0 experiential quality is a multidimensional construct with access reliability (AR), digital interaction (DI) and security (SC) as the primary dimensions. In addition, this study suggested that Bank 4.0 experiential quality is proven to indirectly affect CL through a serial mediation process. In the serial mediation process, this study found that CT and CE are robust mediator variables.
Originality/value
This study revealed that Bank 4.0 experiential quality is a multidimensional construct with three primary dimensions: AR, DI and SC. This finding proves that the bank 4.0 experiential quality dimension is different from the conventional banking experiential quality. In addition, this study showed the process of how Bank 4.0 experiential quality is transformed into CL. In addition, this current research discovered that CE and CT serially mediated the impact of bank 4.0 experiential quality on CL that has not been explored by the previous research in the banking industry.
... Despite the positive roles and effects of informatization, PWD, in particular, have long been classified as an information-vulnerable group. They are vulnerable in terms of access to information and communication technology and capability of using it, and are relatively less able to take advantage of the intelligent information society [13]. In other words, PWD may face information inequality and a gap depending on the accessibility of information, the quality of utilization, and the speed of access [14]. ...
The coronavirus disease (COVID-19) pandemic has led our society to lead a life different than before. People, including those with disabilities, have come to rely on information from the Internet. However, there is a lack of empirical studies on the impact of the pandemic on the Internet usage of people with disabilities. To address this gap, this study analyzed data from the 2020 Digital Divide Survey, which comprised data on 7000 non-disabled people and 2200 people with disabilities. This was used to compare the changes in usage of Internet services, and awareness and experience of COVID-19-related non-face-to-face services among non-disabled people and people with physical disabilities, brain lesions, visual impairments, hearing impairments, and language impairments. People with and without disabilities reported increased internet usage, but the increase was significantly higher in the non-disabled population than in people with disabilities (p < 0.05), except for people with language impairments. Specific changes to service usage, experience, and usefulness were different according to the type of disability. The non-disabled population showed a significantly greater increase in the use of social participation services than people with physical disabilities (p < 0.05). The results of this study suggest that digital services need to be developed flexibly to address the unique needs of people with different types of disabilities.
... They concluded that with the right supports, students with disabilities can be just as digitally literate as students without disabilities (Seale et al., 2010). In another study, Park and Nam (2014) compared the digital literacy skills of people with and without disabilities in South Korea; they concluded that "people with disabilities are just as capable as anyone else to become digitally literate when technical barriers are overcome" (p. 410). ...
Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.
... Although individuals with disabilities are reportedly a vulnerable group within an information society, the digital environment serves as means for these individuals to better integrate into society. However, it also has the possibility of making people with disabilities more isolated and degraded to unequal situation (Park & Nam, 2014). In this context, it seems important to indicate how the impact of disability, as it relates to the digital divide, is reflected in life satisfaction. ...
Rehabilitation aims to make necessary changes to help individuals achieve maximum life satisfaction. This study focused on Internet competence and use as factors related to life satisfaction for individuals with physical disabilities. Data from the 2016 Information Divide Index of the National Information Society Agency were analyzed. Regression analyses indicated a negative correlation between Internet use related to life services and life satisfaction; however, findings also suggested Internet use has positive effects on life satisfaction for individuals with physical disabilities. Internet use can help improve the life satisfaction of individuals with physical disabilities, and measures to increase competence and use are necessary.
... R48 tends to get the news when discussing and chatting with colleagues. Activeness is of course very dependent on the ability to use media, according to the research results of Park and Nam (2014) that age has quite an influence on the use of digital media [21]. Although this influence can vary at different ages in digital literacy [22]. ...
... They concluded that with the right supports, students with disabilities can be just as digitally literate as students without disabilities (Seale et al., 2010). In another study, Park and Nam (2014) compared the digital literacy skills of people with and without disabilities in South Korea; they concluded that "people with disabilities are just as capable as anyone else to become digitally literate when technical barriers are overcome" (p. 410). ...
Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.
... Individuals with disabilities might experience poverty for a variety of reasons that include economic, social and environmental factors, and they may have difficulty in accessing information because of their physical or mental disabilities (Park & Nam, 2014). In addition, their real income may be lower than that of Park & Nam the general population because of additional needed expenditure, such as medical expenses. ...
This study investigated poverty among householders with disabilities using multidimensional poverty indices to verify their poverty status and expand the scope of the research on poverty. Using the dimensional poverty rate, headcount ratio and adjusted headcount ratio, the study indicates that the poverty rate is higher for householders with disabilities than it is for non‐disabled householders, as is also the headcount ratio and the adjusted headcount ratio. Given the low correlation between the monetary and non‐monetary dimensions of poverty, comprehensive diagnosis in the form of multidimensional poverty assessments should be carried out to provide adequate social services for householders with disabilities.
Key Practitioner Message: • Monetary poverty does not directly influence the level of poverty in other dimensions; • The householder with disabilities is associated with higher multidimensional poverty; • Various aspects of life as well as income support should be considered in policy‐making for the problem of poverty.
... Most information today is sourced from the Internet, which has raised consumer dependency on the Internet (Peterson & Merino, 2003). However, because people have different degrees of ability to use online information, the quality of information acquired and used by information-vulnerable consumers may be poorer, which may lower the quality of their information consumption (Park & Nam, 2014). Meanwhile, a new wave of information technology development, such as mobile internet use by means of smart devices, has already penetrated our daily lives. ...
The continuing transition of the Internet from wired to mobile has facilitated changes in Internet use. By focusing on older consumers as a potentially disadvantaged group, this study examines whether smart environments have the potential to bridge the digital divide. Data were derived from an analysis of the 2013 South Korean Information Divide data set (n=2386 for those 60 years and older; n=5841 for those under 60 years). The existence of a digital divide in the smart environment was verified by comparing younger and older South Koreans; this showed that continuing consumer education is needed to enhance older people's experience and skills regarding information and in its use of communication technology. The digital divide was measured based on three aspects: accessibility, competence, and usage. In smart environments, gaps in accessibility and competence between the age groups increased whereas the gap in information usage decreased. Compared with the personal computer (PC)-based environment, members of both groups in the smart environment exhibited increased usage levels with regard to social relationship services, while the gap between the groups with regard to use of convenience services was reduced. This article is protected by copyright. All rights reserved.
Digital literacy is the ability to use digital technologies to find, evaluate, create, and communicate information. People with disabilities benefit from having these skills because it allows them to access various opportunities in the digital world. To ensure that they can fully participate in the digital realm, digital literacy efforts should prioritize inclusive design principles. People with disabilities often rely on assistive technologies such as screen readers, alternative input devices, voice recognition software, or specialized hardware to navigate digital platforms. Digital literacy programs should not only focus on consuming content but also on creating and sharing it through documents, multimedia, and online platforms. Peer support and collaboration are important for enhancing their learning experience. Additionally, digital literacy programs address cybersecurity or online safety considerations specific to such people and provide them training and support for using assistive technologies effectively while educating them about potential risks, privacy settings, and safe online practices. This narrative review highights the meaning and levels of digital literacy, digital divide, history, before expanding on the quantative metrics in the available research on the theme of in the field of people with disabilities. Retrieved data from freely accessible internet search engines revealed 196 publications including books, chapters in books, original research articles, proceedings of seminars, and reviews which were classified into harvest plots to be analyzed by their format, timelines, topics or themes respectively. While results indicate an upward curve in the quantity of publications, especially in the post mellennium era, the topics addressed are unevenly distributed leaving scope for the future to focus empirical and evidence based research on themes related to measurement as well as training on digital literacies for both teachers and students with disabilities. By promoting digital literacy in people with disabilities, we can bridge the digital divide and empower them to participate fully in today's increasingly digital society.
There is growing interest in the politics of identity that has seen the proliferation of literature on various groups and their place in the human rights discourse. Persons with disabilities have found a voice not only through the UN Convention on the Rights of Persons with Disabilities (UNCRPD, 2006), but even earlier in the rise of the disability rights movement of the 1960s. The rise of social media in this age of the Fourth Industrial Revolution adds a new dimension to the politics of identity for persons with disabilities, especially in low-income, developing countries. In light of this new dimension, this chapter analyzes the mediating role of social media in disability politics using Zimbabwe as a case study. Thus, the chapter examines the development of disability identity consciousness and how it has been shaped by the spread of social media. The key question that we seek to address is the extent to which information communications technologies (ICTs), particularly in the utilization of social media, have been a positive or negative force in nurturing disability identity in Zimbabwe. To this end we analyze the concepts identity and disability consciousness using relevant literature before presenting and discussing empirical evidence from the results of a research study that we carried out on two WhatsApp groups for people with disabilities in Zimbabwe —Disability Rights Chat and Prime Access. We then use the findings from this study to discuss and suggest strategies for improving access to and utilization of ICTs by persons with disabilities.
Digital literacy refers to the ability to effectively use digital technologies for tasks such as finding, evaluating, creating, and communicating information. It is particularly beneficial for people with disabilities as it opens up opportunities for them in the digital world. To ensure their full participation, efforts to promote digital literacy should prioritize inclusive design principles. People with disabilities often rely on assistive technologies like screen readers, alternative input devices, voice recognition software, or specialized hardware to navigate digital platforms. Therefore, digital literacy programs should not only focus on consuming content but also on creating and sharing it through various mediums. Peer support and collaboration play a crucial role in enhancing their learning experience. In addition to teaching digital skills, these programs should address cybersecurity and online safety considerations specific to such people. They should provide training and support for using assistive technologies effectively, while also educating them about potential risks, privacy settings, and safe online practices. A review of available research on digital literacy for people with disabilities revealed a growing number of publications in recent years. However, the topics covered in these publications are unevenly distributed, leaving room for future research to focus on areas such as measurement and training of digital literacies for both teachers and students with disabilities. By promoting digital literacy among individuals with disabilities, we can bridge the digital divide and empower them to fully participate in today's increasingly digital society.
Digital literacy refers to the ability to effectively use digital technologies for tasks such as finding, evaluating, creating, and communicating information. It is particularly beneficial for people with disabilities as it opens up opportunities for them in the digital world. To ensure their full participation, efforts to promote digital literacy should prioritize inclusive design principles. People with disabilities often rely on assistive technologies like screen readers, alternative input devices, voice recognition software, or specialized hardware to navigate digital platforms. Therefore, digital literacy programs should not only focus on consuming content but also on creating and sharing it through various mediums. Peer support and collaboration play a crucial role in enhancing their learning experience. In addition to teaching digital skills, these programs should address cybersecurity and online safety considerations specific to such people. They should provide training and support for using assistive technologies effectively, while also educating them about potential risks, privacy settings, and safe online practices. A review of available research on digital literacy for people with disabilities revealed a growing number of publications in recent years. However, the topics covered in these publications are unevenly distributed, leaving room for future research to focus on areas such as measurement and training of digital literacies for both teachers and students with disabilities. By promoting digital literacy among individuals with disabilities, we can bridge the digital divide and empower them to fully participate in today's increasingly digital society.
Digital literacy is the ability to use digital technologies to find, evaluate, create, and communicate information. People with disabilities benefit from having these skills because it allows them to access various opportunities in the digital world. To ensure that they can fully participate in the digital realm, digital literacy efforts should prioritize inclusive design principles. People with disabilities often rely on assistive technologies such as screen readers, alternative input devices, voice recognition software, or specialized hardware to navigate digital platforms. Digital literacy programs should not only focus on consuming content but also on creating and sharing it through documents, multimedia, and online platforms. Peer support and collaboration are important for enhancing their learning experience. Additionally, digital literacy programs address cybersecurity or online safety considerations specific to such people and provide them with training and support for using assistive technologies effectively while educating them about potential risks, privacy settings, and safe online practices. This narrative review highlights the meaning and levels of digital literacy, digital divide, and history before expanding on the quantitative metrics in the available research on the theme of the field of people with disabilities. Retrieved data from freely accessible internet search engines revealed 196 publications, including books, chapters in books, original research articles, proceedings of seminars, and reviews, which were classified into harvest plots to be analyzed by their format, timelines, topics or themes, respectively. While results indicate an upward curve in the number of publications, especially in the post-millennium era, the topics addressed are unevenly distributed, leaving scope for the future to focus empirical and evidence-based research on themes related to measurement as well as training on digital literacies for both teachers and students with disabilities. By promoting digital literacy in people with disabilities, we can bridge the digital divide and empower them to participate fully in today’s increasingly digital society.
Digital literacy is the ability to use digital technologies to find, evaluate, create, and communicate information. People with disabilities benefit from having these skills because they allow them to access various opportunities in the digital world. To ensure that they can fully participate in the digital realm, digital literacy efforts should prioritize inclusive design principles. People with disabilities often rely on assistive technologies such as screen readers, alternative input devices, voice recognition software, or specialized hardware to navigate digital platforms. Digital literacy programs should not only focus on consuming content but also on creating and sharing it through documents, multimedia, and online platforms. Peer support and collaboration are important for enhancing their learning experience. Additionally, digital literacy programs address cybersecurity or online safety considerations specific to such people and provide them training and support for using assistive technologies effectively while educating them about potential risks, privacy settings, and safe online practices. This narrative review highlights the meaning and levels of digital literacy, the digital divide, and history before expanding on the quantitative metrics in the available research on the theme of in the field of people with disabilities. Retrieved data from freely accessible internet search engines revealed 196 publications, including books, chapters in books, original research articles, proceedings of seminars, and reviews, which were classified into harvest plots to be analyzed by their format, timelines, topics, or themes, respectively. While results indicate an upward curve in the quantity of publications, especially in the post-millennium era, the topics addressed are unevenly distributed, leaving scope for the future to focus empirical and evidence-based research on themes related to measurement as well as training on digital literacies for both teachers and students with disabilities. By promoting digital literacy in people with disabilities, we can bridge the digital divide and empower them to participate fully in today's increasingly digital society.
Research on consumer empowerment has evolved to reflect its requirements over time. This study aimed to trace consumer empowerment research trends through a systematic review of 245 abstracts from two esteemed journals in the field of consumer studies, namely, International Journal of Consumer Studies and Journal of Consumer Affairs. Reference network analysis revealed that research on consumer empowerment has been mainly focused on finance and education. Topic modeling revealed the following six topics: financial literacy education, school education, information competency, dietary behavior/nutrition, financial management competency, and empowerment in the market. Hot topics included financial literacy education and dietary behavior/nutrition, whereas school education was a cold topic. This study provides insights into consumer empowerment research trends and directions for future research.
The development of information technology in the 2lst century has brought enormous changes to the lines of life. Students must be able to deal with this change by mastering digital literacy. However, so far, measurements of digital literacy, especially students in Bali Indonesia, have not been carried out. This study aims to describe the digital literacy profile of high school students in Bali Province, Indonesia. For this reason, data were collected through an online survey. A total of 440 high school students from 9 districts in Bali Indonesia filled out the online questionnaire. Samples were drawn by a quota sampling. This study used a survey method. The results showed that there were differences in students' digital literacy based on dimensions of digital literacy and grade level. However, there were no differences in students' digital literacy based on gender. Teachers can use these digital literacy data to make lesson plans so that students can achieve learning goals appropriately.
This paper assesses the digital divide between and within the 28 member-states of the European Union. The analysis comprised four socio-demographic contexts: age, education, gender, and income. Because of the digital divide’s complexity, a multivariate approach was applied - factor analysis with oblique rotation, which resulted in two distinct dimensions: e-Services and Social Networks. To test the significant differences of European Union positioning and European Union disparities, Multivariate Analysis of Variance and Squared Rank Test were computed. Findings show that e-Services adoption is influenced primarily by the education level of individuals, while Social Networks adoption is more affected by individuals’ age.
Background:
There has been a continuous increase of smart device use among people with physical disabilities in Korea. In spite of previous research on those people's motives to adopt smart devices, little investigation has been conducted to scrutinize post-adoption behaviors of using smart devices among people with physical disabilities.
Objective:
/Hypothesis: Based on the post-adoption model, this study examined the relationship between post-adoption beliefs regarding smart devices and behavioral intentions toward continued use of smartphones among people with physical disabilities. Moreover, this study investigated the moderating effects of self-efficacy on the relationships among the main study variables.
Methods:
Both online and paper-pencil surveys were conducted, resulting in a total of 108 questionnaires collected from people with physical disabilities.
Results:
A path analysis showed that, with the exception of perceived ease of use, all variables (confirmation, perceived usefulness, and satisfaction of smart device use) had significant effects on continuance intention to use smart devices. Another main finding of this study was the significant moderating effects of general self-efficacy on the relationships among the three variables of confirmation, perceived usefulness, and continuance intention of smart devices. The relationships among the three variables were significantly stronger among people with lower levels of general self-efficacy.
Conclusions:
This study's main findings will aid the thorough comprehension of the mechanisms that lead people with physical disabilities to continue to use smart devices.
Digital literacy is important, particularly for young people as they prepare for college and a career in modern society. From computer-based tests used to measure student progress on college applications and online job applications, the transition to college and career requires the use of technology. Individuals must have digital literacy skills to fully participate and contribute on the job and at school. This includes people with disabilities. These young adults have aspirations for jobs and higher education just like others their age and therefore deserve to be taken seriously. This article is a review of literature that explores what it means to be digitally literate, the digital literacy experience for young adults with disabilities, and the implications for education and the workplace. It also proposes instructional solutions to aid in the preparation of young adults for college and career.
Digital literacy is important, particularly for young people as they prepare for college and a career in modern society. From computer-based tests used to measure student progress on college applications and online job applications, the transition to college and career requires the use of technology. Individuals must have digital literacy skills to fully participate and contribute on the job and at school. This includes people with disabilities. These young adults have aspirations for jobs and higher education just like others their age and therefore deserve to be taken seriously. This article is a review of literature that explores what it means to be digitally literate, the digital literacy experience for young adults with disabilities, and the implications for education and the workplace. It also proposes instructional solutions to aid in the preparation of young adults for college and career.
채수정, 박은영, 신미경 (2017). 전라북도 장애인 평생교육 지원 및 평생계획 요구 분석: 장애발생 시기에 따른 비교. 통합교육연구, 12(1), 163~187. The purpose of this survey was to analyze the need for lifelong education support and planning among adults with disabilities in Jeollabukdo according to individuals’ disability onset (congenital vs. acquired) and to suggest policy directions for lifelong education. A researcher-developed survey tool was used. For the data analysis, frequency analysis and cross-tabulation analysis via chi-square test were applied. A total of 296 adults with disabilities responded; 73.6% had congenital disabilities, and 26.4% had acquired disabilities. In terms of lifelong education support needs, there was a statistically significant difference (p < .01) in the demand for literacy and information education between the disability onset status of those with congenital and those with acquired disabilities. Both groups highly preferred to attend lifelong educational institutions that were specialized for individuals with disabilities and programs that were geared towards specific types and degrees of disabilities. Additionally, adults with disabilities shared a need for lifelong education planning as well as residential, financial, legal, leisure and cultural planning; yet, they generally demonstrated a lack of preparation in those planning areas. Policy proposals for lifelong education for adults with disabilities in Jeollabukdo were discussed.
Background:
Information and Communication Technology (ICT) is connected with every aspect of social, cultural, economic, educational, and commercial activity. Smart devices in particular have changed society and are necessary goods for modern people. Smart device usage is rapidly growing in everyday life, so the ability to use a smart device is increasingly important, yet there is little data supporting increased digital inclusion of people with disabilities in mobile device use.
Objective/hypothesis:
This study investigates the effects of the smart environment on the information divide experienced by people with disabilities.
Methods:
Data from the 2013 Information Divide Index Data of the National Information Society Agency was analyzed regarding three aspects: access, skill, and competence. The accessibility difference was investigated by comparing access to a PC or smart device in two groups. The effects of a smart environment on the information divide were analyzed using General Linear Modeling (GLM).
Results:
The access rate was higher for the general group than for that of those with disabilities, and this difference appeared to be greater in the smart environment. The results of the GLM showed that disability and device access had statistically significant effects on skill and all aspects of competence.
Conclusions:
These results provide evidence that the smart environment further creates the information divide for people with disabilities. Strategies should be formed to reduce this divide, particularly within smart environments.
With the proliferation of Mobile SNS, understanding users' acceptance behavior has become an important issue for researchers and service providers. Relevant studies have focused on the acceptance of SNS, little research have been conducted to investigate the gender's moderating effects of Mobile SNS. This paper incorporates perceived enjoyment with UTAUT theory as research base model and investigates the difference between male and female users in the acceptance of Mobile SNS. Data collected from 359 respondents in China is analyzed. The analysis result shows that gender moderates the effects of Social Influence on Behavioral Intention and Facilitating Conditions on Use Behavior.
Much of the discussion about new technologies and social equality has focused on the oversimplified notion of a "digital divide." Technology and Social Inclusion moves beyond the limited view of haves and have-nots to analyze the different forms of access to information and communication technologies. Drawing on theory from political science, economics, sociology, psychology, communications, education, and linguistics, the book examines the ways in which differing access to technology contributes to social and economic stratification or inclusion. The book takes a global perspective, presenting case studies from developed and developing countries, including Brazil, China, Egypt, India, and the United States.
A central premise is that, in today's society, the ability to access, adapt, and create knowledge using information and communication technologies is critical to social inclusion. This focus on social inclusion shifts the discussion of the "digital divide" from gaps to be overcome by providing equipment to social development challenges to be addressed through the effective integration of technology into communities, institutions, and societies. What is most important is not so much the physical availability of computers and the Internet but rather people's ability to make use of those technologies to engage in meaningful social practices.
This article examines to what extent the Nordic countries, which have been characterized as the world's leading information societies , show similar patterns of Internet use. The data consists of the Danish, Swedish, Norwegian, and Finnish sections of the Eu-ropean Social Survey 2002 (n = 7539) and 2004 (n = 7211). The similarities and differences in the Internet use are analyzed using sociodemographic and economic information. Temporal changes in the distribution of use between population groups and between countries are also examined. The findings indicate that there are clear disparities in the Internet use patterns, which have not evened out in the early 21st century.
The aim of this article is to explore disability and the digital divide using a quantitative methodology. The research investigates what impact digital technologies have had in improving the life-chances for disabled people from deprived neighbourhoods in the northeast of England. The study explores how disabled people engage with digital and assistive technologies in order to overcome disabling barriers and social exclusion. Unfortunately, the analysis found no evidence that digital and assistive technologies had any impact on reducing social exclusion for disabled people. In fact, the research discovered that these technologies seemed to construct new forms of disabling barriers as a consequence of the digital divide.
Most analyses of the digital divide have conceived of Internet access as binary – either someone is an Internet user or is not. Using data from a 2002 national random digit dial survey, this article visualizes online access as a continuum. Internet access may be intermittent for some users, nearby for others (such as nonusers household in which another person uses the Net), and a remote possibility for others (given their preferences, perceptions and concerns about the Internet). This article then proceeds to analyze the social, demographic and psychological predictors of Internet users and nonusers. Demographic factors (being white, well educated, and having a high income) are associated with more Internet adoption, as are high levels of trust, social contentment and media use. Controlling for other variables, Hispanics and African-Americans are less likely to be online, as are people who report frequently socializing with family and friends and being members of social groups or clubs.
This article investigates how differences in social ties lead to differences in the social use of information and communication technology (ICT) and vice versa. The article draws on a qualitative study in the field of disability studies. Through this study of a marginalized subgroup of youth, the article advances insight into the permeability of the real and the virtual and extends the notion of established concepts of social ties and digital differentiation. The youth in the current study are 23 disabled Norwegians aged 15—20 years. The analysis is based on the principles of grounded theory and is characterized by a constant content comparative process. The outcome of this analysis shows how social ties of a marginalized subgroup of young people hold different characteristics than established notions anticipate, how these characteristics are vital in youths' interaction in offline and online life and how this interaction implies a mixed reality.
Opportunities for children with disabilities to participate in school on equal conditions as others are often stressed, while reality shows that many children with disabilities are still segregated. Information and Communication Technology (ICT) has been highlighted as a tool for communication and inclusion for children with disabilities but from research it appears that implementation of technology in children’s everyday life (e.g. in school) is difficult. The positive expectations of ICT are thus not met. This article is based on a study aimed at ascertaining whether ICT can promote inclusion of children with motor disabilities and contribute to equal opportunities in school. Focus was on parents’ views. The study was based on a questionnaire with 16 parents and interviews with the children. In this article the results of the parental questionnaire and one of the interviews with a 15-year-old pupil, Adam, is reported. Two schools where ICT and computers were used as pedagogical tools to promote inclusion were involved. Both schools had and still have the intention to be considered a school for all children. One conclusion is that there is a need for both technical and social support in school if ICT should function as a bridge for inclusion of all pupils.
The increasing potential of the Internet to widen access to information and enhance communication capacity has brought opposing arguments about the social consequences of Internet use. Advocates of the ‘digital divide’ thesis argue that the Internet advantages privileged groups while further marginalizing disadvantaged social categories. Critics of the thesis see the expansion of the Internet as enabling and egalitarian, promoting social inclusion and facilitating democratic participation. In order to assess which view is more plausible, we examine the social barriers to Internet use in Australia over a five-year period, using multivariate analyses of national survey data. The notion of a ‘digital divide’ is too simplistic to capture the complexity of social barriers to Internet use. Although the Internet has become more accessible to all social categories, and further technological diffusion should widen this accessibility, household income, age, education and occupational class location remain as key dimensions of differential Internet use.
Many hopes exist regarding the opportunities that the internet can offer to young people as well as fears about the risks it may bring. Informed by research on media literacy, this article examines the role of selected measures of internet literacy in relation to teenagers’ online experiences. Data from a national survey of teenagers in the UK (N = 789) are analyzed to examine: first, the demographic factors that influence skills in using the internet; and, second (the main focus of the study), to ask whether these skills make a difference to online opportunities and online risks. Consistent with research on the digital divide, path analysis showed the direct influence of age and socioeconomic status on young people’s access, the direct influence of age and access on their use of online opportunities, and the direct influence of gender on online risks. The importance of online skills was evident insofar as online access, use and skills were found to mediate relations between demographic variables and young people’s experience of online opportunities and risks. Further, an unexpected positive relationship between online opportunities and risks was found, with implications for policy interventions aimed at reducing the risks of internet use.
The increasing spread of the Internet holds much potential for enhancing opportunities for people with disabilities. However, scarce evidence exists to suggest that people with disabilities are, in fact, participating in these new developments. Will the spread of information technologies (IT) increase equality by offering opportunities for people with disabilities? Or will a growing reliance on IT lead to more inequality by leaving behind certain portions of the population including people with disabilities? In this paper, the authors draw on nationally representative data regarding Americans' Internet uses to (1) identify the extent to which people with disabilities are embracing use of the Internet; (2) how their use of the Internet compares with the Internet uses of the rest of the population; (3) how having a disability relates to and interacts with other social statuses (e.g. socioeconomic status, age, gender) with regard to Internet use; and (4) what explains these trends. They draw on representative data collected by the Bureau of Labor Statistics and the Census of the United States to answer these questions. It is found that people with disabilities are less likely to live in households with computers, are less likely to use computers and are less likely to be online. However, once socioeconomic background is controlled for, it is found that people with hearing disabilities and those who have limited walking ability are not less likely to be Internet users. This research enables a deeper understanding of both the use of the Internet by people with disabilities and the spread of new IT more generally.
The author examines the issue of digital divide from a demographic perspective. The influence of gender, age, education, and income on the likelihood to purchase over the Internet is empirically examined. Hypotheses are framed in the context of psychological correlates of the demographic variables. Findings show that these variables significantly influence the likelihood to purchase over the Internet and can be used to profile, segment, and target markets and develop public policies to bridge the digital divide.
Over the last few years, information and communication technologies have become an essential part of daily life, affecting education, employment, and leisure, among other activities. Nonetheless, many individuals still reap few or no benefits from these technologies, and there are resilient gaps in their use. Within this larger context, the authors examine the Internet digital divide between people with and without disabilities from a multidimensional approach. Rather than analyzing the gap in terms of “haves” and “have-nots,” a range of Internet-related dimensions—affordability, motivation and attitudes, skills, usage, and others—is taken into account.
Digital inclusion in higher education has tended to be understood solely in terms of accessibility, which does little to further our understanding of the role technology plays in the learning experiences of disabled students. In this article, the authors propose a conceptual framework for exploring digital inclusion in higher education that attempts to broaden the way in which it is understood. The conceptual framework encompasses two strands: one that focuses on technology, personal and contextual factors, and one that focuses on resources and choices. This framework will be used to present and discuss the results of a study which aimed to explore the e-learning experiences of disabled students at one higher education institution. The discussion will focus particularly on concepts of digital agility and digital decision-making, and will consider the potential implications for the empowerment of disabled students
History has demonstrated that the marketplace alone is not enough to ensure that telecommunications equipment and services are accessible and usable by people with disabilities. Public policy changes and legislative mandates are needed to make sure that the telephone system of today and the information superhighway of tomorrow is usable by all Americans.A survey of public policy and legislation shows that, over the years, responsibility for telecommunications access has moved from the disabled individual to the public at large to the manufacturers of equipment and, finally, to the providers of telecommunications services. The access solution has moved away from requiring the individual to purchase additional adaptive equipment to designing in equipment and network access from the beginning (universal design).The key to equal access will be the incorporation of universal design requirements for telecommunications equipment and services into legislation.
The Deepening Divide: Inequality in the Information Society explains why the digital divide is still widening and, in advanced high-tech societies, deepening. Taken from an international perspective, the book offers full coverage of the literature and research and a theoretical framework from which to analyze and approach the issue. Where most books on the digital divide only describe and analyze the issue, Jan van Dijk presents 26 policy perspectives and instruments designed to close the divide itself.
In this 'new media age' the screen has replaced the book as the dominant medium of communication. This dramatic change has made image, rather than writing, the centre of communication. In this groundbreaking book, Gunther Kress considers the effects of a revolution that has radically altered the relationship between writing and the book. Taking into account social, economic, communication and technological factors, Kress explores how these changes will affect the future of literacy. Kress considers the likely larger-level social and cultural effects of that future, arguing that the effects of the move to the screen as the dominant medium of communication will produce far-reaching shifts in terms of power - and not just in the sphere of communication. The democratic potentials and effects of the new information and communication technologies will, Kress contends, have the widest imaginable consequences. Literacy in the New Media Age is suitable for anyone fascinated by literacy and its wider political and cultural implications. It will be of particular interest to those studying education, communication studies, media studies or linguistics.
This article presents a theoretical examination of the digital divide, tracing its origins in the centre–Left social inclusion policy agenda of the 1980s and 1990s to its current status of political ‘hot topic’. It then moves on to outline four conceptual limitations to conventional dichotomous notions of the digital divide and individuals’ ‘access’ to information and communications technology (ICT): what is meant by ICT; what is meant by ‘access’; the relationship between ‘access to ICT’ and ‘use of ICT’; and a lack of consideration of the consequences of engagement with ICT. The article outlines a more sophisticated, hierarchical model of the digital divide based around these conceptual ‘stages’ while recognizing the mediating role of economic, cultural and social forms of capital in shaping individuals’ engagements with ICT. It concludes by developing a set of research themes and questions for future examination of inequalities in individuals’ use of ICT.
Reports on a study designed to formulate a literature-based model describing what teacher-librarians do as they help students involved in information search and use (ISU). Whether teacher-librarians work with students in all phases of the ISU process and the extent to which their intermediary activities can be related to other models are considered. (Contains 37 references.) (KRN)
Government visions of a digital future show little indication of how disabled people, reliant on access technology, will participate. Access technology has the potential to offer independent use of the Internet but many disabled people already face barriers that prevent them having equitable digital experiences. Multiple obstacles include high set‐up costs, inadequate technical support and exclusive design practices. Due to the high levels of personalisation required, many disabled people are restricted to using computers at home. As a result their problems with access often remain unacknowledged and hidden behind closed doors. As online governance of welfare gathers pace, so greater awareness of the diversity of ways in which disabled people interact with digital environments is called for. Without this, government expansion into digital‐only welfare risks isolating even further those who have the most to gain.
Improving consumers’ health literacy addresses many of the rising problems in healthcare. We empirically support a reconceptualization of health literacy as a social and cultural practice through which adults leverage a range of skills as well as social networks to meet their needs. Pierre Bourdieu's “theory of practice” guides this reconceptualization and facilitates articulation of the array of strategies used in the complex healthcare marketplace. We focus on the low literate consumers’ alternative forms of capital and the providers’ recognition and support. The findings, from an emergent research design consisting of depth interviews with low literate consumers and healthcare providers, suggest a critical, reflective approach that enhances health literacy, empowers consumers to become partners in their own healthcare programs, and improves health outcomes.
An information intermediary is a human or a nonhuman party designed to assist consumers in information processing. The current study identifies factors determining the likelihood of using human information intermediaries and the effects of using information intermediaries on the amount and the pattern of overall information search. The proposed model is built based on a value-intention framework and tested in the context of financial investment decisions. The results indicate that a low level of perceived expertise in financial management, a large amount of total financial assets, and a high opportunity cost of time enhance the perceived value of information intermediaries, thus increasing the likelihood of using information intermediaries. We also find that the use of information intermediaries is positively associated with the overall extent of information search and influences the likelihood of using other information sources.
This study explicates the concept of financial literacy, which has blossomed in use this century. Scholars, policy officials, financial experts and consumer advocates have used the phrase loosely to describe the knowledge, skills, confidence and motivation necessary to effectively manage money. As a result, financial literacy has varying conceptual definitions in existing research, as well as diverse operational definitions and values. This study dissects the differing financial literacy definitions and measures, urging researchers toward common ground. A clearer definition should improve future research, in turn helping consumers better understand and adapt to changing life events and an increasingly complex economy.
Financial literacy (or financial knowledge) is typically an input to model the need for financial education and explain variation in financial outcomes. Defining and appropriately measuring financial literacy is essential to understand educational impact as well as barriers to effective financial choice. This article summarizes the broad range of financial literacy measures used in research over the last decade. An overview of the meaning and measurement of financial literacy is presented to highlight current limitations and assist researchers in establishing standardized, commonly accepted financial literacy instruments.
There is no question that the Internet has, and will continue to have, a major impact on consumer information search behavior. However, under what conditions, and how, that impact will be felt is not clear. This article offers 14 propositions to stimulate and guide investigations of consumer information search behavior in the context of the Internet. A major conclusion is that broad generalizations regarding the impact of the Internet on consumer information search behavior are not warranted and that, if the propositions possess any truth value, the Internet is not likely to be an information panacea for consumers. Because of the complexities of the Internet and information search behavior (individually and even more so when considered conjunctively), investigations of consumer information search behavior in the context of the Internet should especially focus on moderators of that behavior and interactions among the various antecedents of the behavior. © 2003 Wiley Periodicals, Inc.
This paper examines the empirical evidence to determine whether Asian countries, despite having captured a disproportionately high share of global production of ICT goods, have as a group been laggard in the adoption of ICT in comparison to non-Asian countries. Using regression analysis, it is shown that as a group Asian countries have indeed had generally lower rates of ICT adoption relative to their levels of potential as predicted on the basis of their current level of development (GDP/capita) and competitiveness (world competitiveness index). In addition, disparities in ICT diffusion are found to be significantly higher among Asian countries than among non-Asian countries. In particular, a significant ‘digital divide’ is found to exist between the five more advanced countries of the region (Japan and the four Asian NIEs) and the other seven developing Asian countries. Policy implications of the findings for the Asian countries are highlighted.
In this chapter, the authors explore the relationship of technology to disability, and how technology can be both a source of liberation and an agent of exclusion for disabled people. The impact of the ‘digital divide’ on people with specific access needs, is examined and discussed, while the physical, cognitive and environmental factors that can contribute to exclusion as a result of technology design and implementation are examined in some depth. Demographic, moral and economic reasons as to why all those involved in the development of technology should take accessibility seriously are presented, while drivers for inclusive design—legislative, technical and economic—are discussed. A review of accessible and inclusive design practice, and the kinds of support that are available from a wide variety of sources for inclusive design is presented—showing that there are ways to minimize exclusion and to promote access. Finally, in looking towards a world where the true potential of technology to enhance the lives of disabled people can be fully reached, an overview is provided of research and development in supporting inclusive design, along with those challenges that remain to be overcome.
Despite significant improvements in nominal levels, severe gaps of digital inclusion still exist in the American economy. This paper argues that, for certain groups, migration towards mobile computing and digital inclusion may transpire from 2G voice centric mobile telecommunications to data centric mobile computing devices. Accordingly, this analysis employs a large data set to investigate what socio-economic factors are determinant for the diffusion of mobile telecommunications; how these findings can be extended to help close the digital divide; and how these findings can inform policy making concerning the digital divide.
Results from a national representative telephone survey of Americans in 2000 show that Internet and mobile phone usage was very similar, and that several digital divides exist with respect to both Internet and mobile phone usage. The study identifies and analyzes three kinds of digital divides for both the Internet and mobile phones—users/nonuser, veteran/recent, and continuing/dropout—and similarities and differences among those digital divides based on demographic variables. The gap between Internet users and nonusers is associated with income and age, but no longer with gender and race, once other variables are controlled. The gap between mobile phone users and nonusers is associated with income, work status, and marital status. The veteran/recent Internet gap is predicted by income, age, education, phone user, membership in community religious organizations, having children, and gender; for mobile phones, age, work status and marital status are predictors. The gap between continuing and dropout users is predicted by education for Internet usage and income for mobile phone usage. Finally, cross-categorization of Internet and mobile phone usage/nonusage is distinguished (significantly though weakly) primarily by income and education. Thus, there are several digital divides, each predicted by somewhat different variables; and while Internet and mobile phone usage levels in 2000 were about the same, their users overlap but do not constitute completely equivalent populations.
In the last two decades, the disability situation has undergone substantial change globally due to international initiatives
supporting the UN declared World Decade of Disabled Persons. However, these progressive steps are yet to reach millions of
disabled persons in rural Bangladesh. Around 13 million people in Bangladesh are physically handicapped of which 3 million
are children. Disability is increasing with population growth and ageing. Disability on this scale represents not only a major
health issue but also a prime cause of poverty and underdevelopment. Information and Communication Technology (ICT), opens
up great opportunities to improve the quality of life of disabled people failing which will further the digital divide. This
paper proposes to discuss the importance of ICT development and accessibility for persons with disabilities in Bangladesh
and elaborate on how ICT has been utilized thus far and how we can further these initiatives towards development.
A survey was conducted to examine the usage of broadband in British households. The findings suggest that there is a correlation between the rate of internet use and consumers' age and broadband adoption. The paper also suggests that broadband consumers differ to narrowband ones in terms of the variety of internet use. Results obtained from discriminate analysis suggest that overall, the discriminate function successfully predicted the outcome for 68.5% of the cases, with accurate predictions being made for 66.3% of the narrowband consumers and 69.5% of the broadband consumers.
This article examines whether Section 255 of the 1996 Telecommunications Act achieves accessibility for people with disabilities. Taking the interest group approach, it shows that the Federal Communications Commission (FCC) implemented Section 255 in a way that is favorable to the telecommunications industry and not to people with disabilities. The FCC's regulations only encourage the telecommunication industry to consider accessibility issues for people with disabilities. This proindustry regulatory bias is in keeping with the established pattern of policymaking in other areas concerning people with disabilities. The paper argues that if the FCC continues to rely on the voluntary efforts of the industry, people with disabilities will not enjoy benefits of access to telecommunications systems.
In Japan, the mobile phone has become an increasingly popular medium of accessing the Internet and e-mail, especially among those who may not have affordable access to a computer. The lower startup costs and the easier overall accessibility of mobile phones relative to personal computers suggest that the mobile phone may be a possible alternative for overcoming unequal access to information communication technology in Japan and elsewhere. Using microdata from 2001, we compare and contrast the determinants of mobile versus computer-based Internet in Japan. Our findings show that mobile Internet access, as compared to computer access, is determined less by demographics, socioeconomic status, and technological readiness, suggesting that barriers to Internet access are lower for mobile phones than is the case for computers.
This article argues that an enlightened, inclusive vision of universal service is possible by learning lessons from disability. Telecommunications policy has historically built in norms that needlessly exclude people who are regarded as having a disability and therefore being outside of the mainstream. Accordingly, universal service policies focus on availability and affordability of telecommunications services, rather than on their accessibility and functionality. The article shows how rethinking universal service through disability can lead to inclusive policies that benefit everybody.
The near universal deployment in the United States of a wide variety of information and communications technologies, both wired and wireless, creates potential barriers to use for several key populations, including the poor, people with disabilities, and the aging. Equal access to wireless technologies and services can be achieved through a variety of mechanisms, including legislation and regulations, market-based solutions, and awareness and outreach-based approaches. This article discusses the results of policy research conducted by the Rehabilitation Engineering Research Center on Wireless Technologies (Wireless RERC) using policy Delphi polling methodology to probe stakeholders' opinions on key access barrier issues and to explore potential policy responses. Participants included disability advocates, disability/wireless technology policy makers, and product developers/manufacturers. Respondent input informed subsequent development of potential policy initiatives to increase access to these technologies. The findings from the Delphi suggest that awareness issues remain most important, especially manufacturer awareness of user needs and availability of consumer information for selecting the most appropriate wireless devices and services. Other key issues included the ability of people with disabilities to afford technologies and inadequacies in legislation and policy making for ensuring their general accessibility, as well as usefulness in emergencies. Technical issues, including interoperability, speech-to-text conversion, and hearing aid compatibility, were also identified by participating stakeholders as important. To address all these issues, Delphi respondents favored goals and options congruent with voluntary market-driven solutions where possible but also supported federal involvement, where necessary, to aid this process.
Distance education is based on providing learning "anytime, anywhere." The design of many distance education courses, however, may actually erect barriers to the full participation of some students with disabilities, particularly those with hearing impairments. Without careful consideration, distance education could become learning anytime, anywhere, but not for anybody. It is not only unethical, but also illegal to ignore the special needs of these learners. The specific impact of such legislation on distance education for those students with hearing impairments will be addressed. Students with disabilities are often faced with a double digital divide that must be bridged. Universal design uses an excellent proactive approach to closing this digital divide caused by inaccessible courses. Each medium of transmission in distance education poses unique access barriers. Even within the same medium, what is best for one student or class may not be the most ideal accommodation in another situation. Individualized accommodation methods will be examined, and specific technologies and software will be discussed.
Objective. The article examines differences in the use of the Internet by gender, with a consideration of access to the web, use of communication facilities related to email and chat rooms, frequency of use, and types of websites used. The study considers the impact of socioeconomic status and social, geographic, racial, and ethnic variables for explaining variations in the use of the web by men and women, and how these factors are mediated by knowledge of how to use the web.
Methods. The study employs data collected by the General Social Survey (GSS) in 2000, and relates access, communication levels, frequency of use, and types of sites used to gender and other relevant variables. The relevant variables are analyzed by multivariate analysis.
Results. Access to the web was independent of gender, but was related to education, race, income, age, and marital status. Women were less likely than men to chat on the web, but were slightly more likely to use email, and they utilized different types of sites than men.
Conclusions. Women access the web as frequently as men, but they communicate on the Internet differently than men, are online less than men, and utilize different types of websites than men. Knowledge related to web use is an important independent variable that influences Internet use by men and women.
Social Inequality Russell Sage Foundation OECD (2013) Empowering and protecting consumers in the Internet economy, OECD Digital Economy Papers
- K M Neckerman
Neckerman, K.M. (2004) Social Inequality. Russell Sage Foundation, New York. OECD (2013) Empowering and protecting consumers in the Internet economy, OECD Digital Economy Papers, No. 216, OECD Publish-ing. [WWW document]. URL http://dx.doi.org.10.1787/ 5k4c6tbcvvq2-en (accessed on 15 July 2013).
Beyond technology: rethinking in the age of digital culture
- Buckingham D.
Buckingham, D. (2009) Beyond technology: rethinking in the age of
digital culture. Youth, Media, Democracy, 36, 36-42.