Digital Inclusion

El trabajo que presentamos se centra en el análisis de las políticas TIC para las escuelas en Argentina a partir de la discusión e implementación de los programas de acceso masivo a computadoras en el sistema educativo de gestión estatal. Estas son impulsadas, a partir de mediados de la década de 2000 por el gobierno nacional para el nivel secundario y por algunos gobiernos provinciales para el nivel primario. Como resultado de estas políticas se expande el denominado modelo 1 a 1. Nuestro análisis recorre, en primer lugar, los sucesos y los debates a través de los cuales se llega a la adopción del modelo y los supuestos que lo orientan. Propone algunas dimensiones para el estudio de las propuestas a las que el modelo 1 a 1 da lugar como forma de inclusión efectiva y que devienen, en algunos casos, en prácticas enriquecidas. Recorre las visiones de los docentes que avanzan en la implementación del modelo 1 a 1 en el marco de Conectar Igualdad y propone algunas interpretaciones acerca de la formación y la especialización docente en los escenarios de la contemporaneidad. Para finalizar explora las limitaciones de la tríada acceso a computadoras – capacitación docente – contenidos digitales y propone la construcción de meso políticas que aprovechen el acceso masivo para la revisión de abordajes clásicos de la enseñanza y ofrece perspectivas de trabajo a partir del diseño, las prácticas recreadas, la investigación y la formación docente de grado.

Artificial intelligence and data science are contributing to new patterns of innovation, value chains, and new business models that are adaptable and can be re-purposed across sectors, for example how different research had to be re-purposed to tackle the Covid 19 pandemic. Some of the emerging technologies have made cross-cultural social and economic interactions possible. While this convergence has seemingly brought us together, the digital divide between those who have and those who don't is widening. New innovations like the metaverse, by relying on huge datasets, challenge us to develop a shared and common understanding of the various contexts in which data-centered digitalization is taking place in order to minimize the risk of exclusion.

Bangladesh is all set to become the next global ICT hub. For this to happen, it requires more women to participate in the sector in order to maintain its competitive edge in terms of a young, driven and relatively cheap workforce. However, this is easier said than done in light of the negative perceptions of Bangladeshi women against the ICT sector. By examining the cases of female students and professionals in the ICT sector, the paper sought to find out the factors that would attract local women to prepare for and join the profession. It also explored the circumstances that would enable Bangladeshi women to remain and prosper in the said sector.

The popularity of Participatory Action Research (PAR) increases the risk of tokenism and blurring the boundaries of what might be considered ‘good’ PAR. This became a pressing issue when we were invited by the City of Amsterdam to conduct PAR on digital inequality with vulnerable citizens in Amsterdam, within serious constraints of time and budget. We decided to take up the challenge to offer citizens an opportunity to share their needs. This paper aims to increase the transparency of the complex reality of a PAR process in order to help new researchers learn about the challenges of PAR in real-life situations, and to open up the discussion on the quality and boundaries of PAR. Though we managed to implement some core ethical principles of PAR in this project, two were particularly under pressure: democratic participation and collective action. These jeopardized collective learning and might unintentionally feed stereotypes regarding people’s capabilities. Nevertheless, this small and local study did manage to create ripples for change.

A preoccupation with content and connectivity in bridging the digital divide obscures the role of information and communication technology in making different ways of knowing and other logics and experiences visible or invisible. How to deal with this diversity in information systems and what is the role of Free/Libre Open Source Software (FLOSS)? In a discussion of the Development Gateway,

The authors undertake an exploratory study, in the context of a digitally disadvantaged community in the United States, to determine what factors are associated with e-government website visitation. Following a community-based initiative, designed to stimulate computer literacy and access to information and commu- nication technologies for residents and neighbors of an underserved public housing community, a survey of e-government website visitation was undertaken. The results indicate that over half of the respondents are aware of or have visited e-government websites, with nearly a third indicating they intend to use e-government websites in the future. Awareness of e-government websites was found to be significantly related to e-government website visitation. Internet experience and perceived access barriers were found not to be significantly related to e-government website visitation. This research enhances the understanding of visitation of e-government services among techno-disadvantaged citizens to encourage greater inclusion. The authors conclude by emphasizing the importance of a community organizing strategy to sustain e-government participation among the digitally disadvantaged.

Hjelholt og Papazu peger på behovet for at bevæge sig ud over et fokus på den enkeltes kompetencer, når digitaliseringens slagsider diskuteres. De belyser, hvordan offentlig digitalisering fører til en rumlig reorganisering af velfærdsstaten, med forandrede offentlige-digitale rum der skaber nye oplevelser af mødet med staten. De analyserer digitalt udsatte borgeres oplevelse af den digitale offentlige sektor. De beskriver hvordan det digitale velfærdssamfund favner og kommer tættere på den digitalt selvhjulpne borger, men trækker sig tilbage fra den borger der ikke formår at betjene sig selv og blive oplært i hjælp til selvhjælp.

Deze masterproef heeft als doel aanbevelingen te formuleren voor de ondersteuning van e-inclusie initiatieven  die  met  maatschappelijk  kwetsbare  jongeren  in  het  Brussels  Hoofdstedelijk Gewest  in aanraking  komen.  Aan  de  hand  van  diepte-interviews  en  beleidsanalyse  werd  nagegaan  in  welke mate de  organisaties  barrières  ondervinden  in  het  uitvoeren  van  hun  opdracht. In  het  eerste  deel werden de middelen bestudeerd die nodig zijn om digitale insluiting te realiseren. Onderzoek toonde aan dat sociale uitsluiting en digitale uitsluiting  nauw met elkaar verbonden zijn.  Groepen die in de samenleving maatschappelijk kwetsbaar zijn, zijn ook vatbaar om digitaal uitgesloten te worden. Het realiseren  van  een  digitale  insluiting  kan  op  basis  van  acties  die  gegroepeerd  worden  aan  de  hand van  drie  met  elkaar  verbonden  thema’s:  toegang,  vaardigheden  en  het  creëren  socio-spatiale opportuniteiten.  Vervolgens  was  het  noodzakelijk  om  de  maatschappelijke  kwetsbaarheid  in  een grootstedelijke  context  te  onderzoeken  en  na  te gaan  welke  jongeren  als  dusdanig gecategoriseerd worden. Deze jongeren die een kleine en heterogene groep uitmaken, bevinden zich hoofdzakelijk in de zone aangeduid als de Brusselse armoedecroissant.  In het tweede deel van de thesis werden de onderzoeksresultaten  uitvoerig  geanalyseerd.  Vanuit  de  Brusselse  regering  wordt  slechts  een beperkt  aantal  middelen  rechtstreeks  ter  beschikking  gesteld.  Onrechtstreeks  worden  andere middelen  ingezet  voor  socio-spatiale  opportuniteiten.  Omdat  de  gewestregering  zich  focust  op  een bredere doelgroep, raakt de aandacht voor jongeren op de achtergrond. De VGC en de COCOF vullen ondanks het feit dat de digitale inclusie een minder prioritair agendapunt vormt, de nodige middelen aan.  De  barrières  die  organisaties  ondervinden  zijn  te  vinden  op  vlak  van  het bereiken  van  de jongeren en het kunnen inzetten van gespecialiseerde begeleiders. Daarom komt de nadruk te liggen op  een  betere  ondersteuning  en  verdeling  van  de  middelen  tussen  aankoop  van  materiaal  en aanwerving en opleiding van personeel en begeleiders.

The integration of modern Information and Communication Technologies (ICTs) within the cultural domain creates what is commonly known as e-culture. The need to create an e-culture environment arose from the undeniable fact that the cultural heritage of a nation defines it and therefore, should be disseminated to all, regardless of their location and their disability. This article discusses an e-culture

A global society which is shaped by digital technology entails
new forms of inequality: digital inclusion and exclusion. This
idea of a ‘digital divide’ captures a situation in which only some
people have the relevant skills to use digital technologies and
access their infrastructure, whilst others remain excluded.
The COVID-19 pandemic has deepened this divide and
exacerbated the resulting inequalities. Policymakers, the
private sector, educational institutions and others need to
respond to these challenges robustly, and in collaboration.
This document contains two parts: Part 1 reviews recent
research and literature on digital inclusion and the digital
divide in the UK; and Part 2 summarises the key themes and
recommendations that emerged from a multi-sector expert
conference at Cumberland Lodge in November 2019. The
ideas generated by these diverse stakeholders were further
refined at a smaller, subsequent consultation, convened
virtually, during the COVID-19 lockdown, in March 2020.

Este documento está protegido por una Licencia Pública Internacional Creative Commons de Reconocimiento-No Comercial-Sin Obras Derivadas 4.0 (CC BY-NC-ND 4.0). Por lo tanto, se puede difundir libremente sin fines de lucro y sin alteraciones. Más detalles sobre la licencia en https://creativecommons.org/licenses/by-ncnd/4.0/legalcode.

In this paper, we reflect upon the employment of educational robotics as a tool to help the learning process inside elementary school. The primary objective is to introduce an environment for educational robotics, creating a basis for adoption of new educational methods. Based on such technological tools, we came out with a motivating and innovative instrument in the process of teaching and learning that can be used as a tool against digital exclusion. We show experiments and results of a digital inclusion project running at the periphery of Natal, Rio Grande do Norte, Brazil. The main objective is to lead children to learn about and accept the new technological resources, in this case computers and robots. We report the learning process of digitally excluded children as well as the benefits of educational robotics in the intellectual formation of marginalized children in Brazilian society. We verify, in practice, that robots and computer can be combined as a very nice tool to enrich and stimulate the teaching work, optimizing the pedagogical practice. This is a social initiative that certainly benefits present and future generations.

This guidebook synthesizes what telecentre networks have learned from experience about network building and management,, and is particularly valuable because there is no longer any dispute: networks are the new normal for organizing and managing telecentres. successfully. As such, this publication aims to make a major contribution by and for networks, as well as for the global telecentre community at large.

The Guidebook addresses practical issues that networks face on a daily basis. It discusses the challenges and proposes solutions from the practitioners’ perspectives. It represents  the very best  of what Telecentre.org  and  the telecentre movement is all  about:  working together to share experiences and best practices 
with  a  view    to  making  telecentres  strong,  better,  more
sustainable and more relevant to the people  they serve.

A popularização das conexões à Internet em banda larga foi um importante avanço tecnológico no desenvolvimento da rede e, no que tange à circulação de informações e o acesso ao conhecimento e cultura, tornou-se a expressão mais importante do que se convenciona chamar de convergência tecnológica ou de mídia. O processo de expansão do acesso à banda larga é, entretanto, notadamente e historicamente desigual, criando os chamados abismos digitais. A universalização da banda larga, entendido como o acesso equitativo e qualitativo à rede, tem ganhado a atenção de governos e tornou-se alvo de uma série de políticas em diferentes países. No Brasil, o Programa Nacional de Banda Larga (PNBL) foi o mais importante conjunto de políticas neste sentido. O objetivo desta pesquisa é justamente entender o papel do PNBL (2010-2014) no contexto de universalização do acesso à Internet banda larga, sob a perspectiva do acesso privado domiciliar, considerando a importância que a rede tem adquirido em todo o mundo e as desigualdades observadas em sua expansão. O estudo, realizado a partir de uma revisão da literatura e de acesso a dados oficiais e a pesquisas sobre o setor, se divide em três capítulos que abordam: o contexto de formação e regulamentação do mercado de telecomunicações no Brasil, a discussão do papel das políticas públicas para a Comunicação e a análise do Programa Nacional de Banda Larga. Constatamos que o programa não cumpriu o seu objetivo inicial de conectar à Internet banda larga fixa 50% dos domicílios urbanos e 15% dos domicílios rurais. Entre as razões apontadas estão a baixa capilaridade dos planos de Banda Larga Popular e o contingenciamento dos investimentos previstos na Telebras. Uma série de questões relevantes para as políticas públicas de Comunicação se sobressaem na finalização do PNBL, principalmente a necessidade de um debate regulatório sobre a rede enquanto um serviço essencial e um planejamento estruturado para o setor a fim de dirimir os abismos digitais.

A look at digital inclusion in Jordan, a country with a plan towards economic and social development facing uncommon factors of refugee inflow, and laws limiting Internet openness and keeping the state in control of what the people access and use online, putting Jordan’s typical efforts in an atypical situation.

Este artículo analiza los riesgos y oportunidades del uso de las tecnologías de la información y de la comunicación (TIC) a partir de la investigación sobre la manera como los niños brasileños se han apropiado de estos dispositivos en sus vidas diarias. Se trata de una investigación cualitativa que se realizó en dos escuelas de la enseñanza primaria con dos grupos de profesores y con familias. Los resultados demuestran que el 90% de los niños poseen tablets, computadoras y acceso a la internet. Sin embargo, los niños utilizan esos dispositivos para diversión y no con la finalidad del estudio. Concluimos sobre la importancia de: i) proteger a los niños en los medios digitales; ii) el deber de la escuela en educar a la familia y a la comunidad en relación a las TIC; iii) valorar nuestras raíces culturales para crear autoconfianza en los niños; iv) fortalecer la alfabetización como protección a la infancia; v) capacitar a los profesores para agregar tecnologías en sus prácticas; vi) desarrollar la capacidad de concentración, el trabajo en equipo y la resiliencia en esta generación potencialmente hiperestimulada por los dispositivos digitales. Finalmente, una educación transformadora e innovadora necesita de una visión crítica para comprender la neocolonización digital, además necesita inspirar nuevos sueños colectivos para una sociedad más justa, solidaria e incluyente.

Palabras clave: tecnología y educación, inclusión digital, educación e innovación.

Video games represent one of the most popular forms of digital entertainment , but people who are blind or visually impaired end up having restricted access to these games. Discussions about digital accessibility and inclusion often end up leaving this question aside, in favor of some discourse considered more "utilitarian" or "productivist". However, video games have a relevant role in contemporary culture and can bring cognitive, motivational, emotional , and social benefits, as well as contribute to the well-being of their players. Audiogames are a specific type of digital game that have sound and sometimes tactile stimuli as their central element, rather than visual graphics. Thus, audiogames can create atmosphere, mechanics, and unique gameplay, while making digital entertainment more accessible to people with all levels of vision. It is also necessary to consider (and charge) the need for other types of digital games to comply with accessibility guidelines and to guarantee the right to play for everyone. Digital games that promote universal design and that are capable of captivating their players can ensure that people with different levels of vision can interact, collaborate, and even compete on equal terms with the same game-a situation that can not always be observed in other everyday situations.

This paper lays the groundwork for a comprehensive typology in uncovering the factors influencing the degree of shift towards e-democracy. The paper proposes an interaction model of factors in the analysis of e-democracy by examining the public sector, the private sector and the individuals. This interaction model is then used to discuss pertinent socio-economic and political impacts of e-democracy in Estonia. The discussion hopes to shed light on the obstacles and difficulties of achieving e- democracy and paves the way for future analysis of e-democracy implants in other countries.

RESUMO

Versão resumida de um estudo de caso exploratório realizado em um telecentro na periferia da cidade de Guarulhos. Toma pressupostos da sociologia do quotidiano, de Michel de Certeau, para investigar os caminhos da inclusão digital concebida como um processo de apropriação e enunciação das novas tecnologias da informação e da comunicação (TIC). Descreve as diferentes formas dessa apropriação, incluindo os conflitos nelas imbricados, a partir do estudo dos letramentos digitais ali reinantes. Conclui que certas apropriações são, ao mesmo tempo, viabilizadas por letramentos oriundos de outros contextos, especialmente da escola, e potencialmente viabilizadoras de outras experiências ante as TIC que não a da passividade ou da responsividade. Problematiza as relações entre escola e telecentro enquanto agentes de inclusão digital e sugere questões relativas a essa relação como temas de futuros estudos.

Palavras-chave: inclusão digital; letramento digital; alfabetização digital; educação inclusiva

ABSTRACT

This is an abbreviated version of an exploratory case study conducted in a tele-centre on the outskirts of Guarulhos. Assumptions from Michel de Certeau's sociology of everyday life are used in the investigation of the ways of digital inclusion conceived as a process of appropriation and enunciation of the new information and communication technologies (ICTs). Different forms of such appropriation, including conflicts embedded in them, are described based on the digital literacies found in the context. The study concludes that certain appropriations are, at the same time, enabled by literacies brought from other contexts, specially the school, and potentially enable other experiences confronted by ICTs that go beyond passiveness or responsiveness. The relations between school and tele-centre, both seen as agents of digital inclusion, are problematised, and research questions pertaining to such relations are suggested for future studies.

Key words: digital inclusion; digital literacies; inclusive education

ABSTRACT & RÉSUMÉ & ZUSAMMENFASSUNG : Digitalization in Sub-Saharan Africa enhanced the accessibility of communications by the majority of the poor who had been excluded among others from social media, independent information channels, mobile banking and e-commerce. The creation of new economic opportunities, e.g. the pay-as-you-go business, and increased flow of information also boosted people’s self-esteem, sense of belonging and citizenship. The smartphone became the main source of internet access which also bridged the divide between urban and rural communities. Thus, mobile telecommunications contributed positively to economic growth even in less developed regions, and there is apparently still ample space for further improvement. Yet, Africans were also confronted with new forms of the digital divide between the poor and the rich, between advanced and less advanced African countries, as well as between Africa and the rest of the world. Moreover, the digitalization of the public sphere became a double-edged sword. Autocratic governments like Sudan and Togo shut down the internet during elections to facilitate the rigging of the polls. The lack of transparency and objectivity fuelled fake news which rapidly spread in social media, notably in times of the Corona crisis. Last, but not least, not everybody surfing in the internet had the same access to quality information. For example, disinformation was supported clandestinely by foreign powers to destabilize political regimes, or spy software was provided to governments to control the opposition. Both false news in social media and spy-software impeded poverty relieve in Africa significantly.  ----------------------------------------------------------------------------------------------------------------------------------------------------- RÉSUMÉ : La numérisation en Afrique subsaharienne a amélioré l'accessibilité des communications par la majorité des pauvres qui avaient été exclus, entre autres, des médias sociaux, des canaux d'information indépendants, des services bancaires mobiles et du commerce électronique. La création de nouvelles opportunités économiques, par ex. l'activité par répartition et l'augmentation du flux d'informations, ont également renforcé l'estime de soi des personnes, leur sentiment d'appartenance et de citoyenneté. Le smartphone est devenu la principale source d'accès à Internet, ce qui a également permis de combler le fossé entre les communautés urbaines et rurales. Ainsi, les télécommunications mobiles ont contribué positivement à la croissance économique, même dans les régions les moins développées, et il y a apparemment encore amplement de place pour de nouvelles améliorations. Pourtant, les Africains ont également été confrontés à de nouvelles formes fossé digital entre les pauvres et les riches, entre les pays africains avancés et moins avancés, ainsi qu'entre l'Afrique et le reste du monde. De plus, la numérisation de la sphère publique est devenue une arme à double tranchant. Des gouvernements autocratiques, comme le Soudan et le Togo, ont fermé Internet pendant les élections pour faciliter le trucage des élections. De plus, le manque de transparence et d'objectivité a alimenté les fausses informations qui se sont rapidement propagées sur les réseaux sociaux, notamment en période de crise de COVID-19. Enfin, tout le monde qui navigue sur Internet n'a pas le même accès à des informations de qualité. La désinformation était soutenue clandestinement par des puissances étrangères pour déstabiliser les régimes politiques, ou des logiciels espions fournis aux gouvernements pour contrôler l'opposition. Les fausses nouvelles dans les médias sociaux et les logiciels espions ont entravé la pauvreté en Afrique de manière significative. ----------------------------------------------------------------------------------------------------------------------------------------------------------- ZUSAMMENFASSUNG : Die Digitalisierung in Subsahara-Afrika verbesserte Kommunikations-Zugang für die Mehrheit der Armen, die bis dahin unter anderem von sozialen Medien, unabhängigen Informationskanälen, Mobile Banking und E-Commerce ausgeschlossen waren. Die Schaffung neuer wirtschaftlicher Möglichkeiten, z.B. das Umlageverfahren und der verstärkte Informationsfluss, stärkten auch das Selbstwertgefühl, das Zugehörigkeitsgefühl und das Nationalbewußtsein der Menschen. Das Smartphone wurde zur Hauptquelle des Internetzugangs, der auch die Kluft zwischen urbanen und ländlichen Gebieten überbrückte. Damit trug der Mobilfunk auch in weniger entwickelten Regionen positiv zum Wirtschaftswachstum bei, und es gibt offenbar noch viel Raum für weitere Verbesserungen. Afrikaner wurden aber auch mit neuen Formen der digitalen Kluft zwischen Arm und Reich, zwischen entwickelten und weniger entwickelten afrikanischen Ländern sowie zwischen Afrika und dem Rest der Welt konfrontiert. Zudem wurde die Digitalisierung der Öffentlichkeit zu einem zweischneidigen Schwert. Autokratische Regierungen wie der Sudan und Togo haben das Internet beispielsweise während der Wahlen abgeschaltet, um Wahlfälschung zu erleichtern. Zudem befeuerte der Mangel an Transparenz und Objektivität insbesondere in Zeiten der Corona-Krise fake news, die sich in den sozialen Medien rasant verbreiteten. Nicht zuletzt hatte nicht jeder, der im Internet surfte, den gleichen Zugang zu qualitativ hochwertigen Informationen. Desinformation wurde zudem oft heimlich von ausländischen Mächten unterstützt, um politische Regime zu destabilisieren, oder den Regierungen Spionagesoftware zur Verfügung gestellt, um die Opposition zu kontrollieren. Sowohl Desinformation in sozialen Medien als auch Spionagesoftware haben die Armutsbekämpfung in Afrika erheblich behindert.

Information Technology and Communication (ICT) actively growing until global level. This development also involves ICT usage in areas of business that become one of the sources in national economic growth. Malaysian Government had conducted various initiatives to support ICT usage in business among entrepreneurs. The Industrial Revolution 4.0 become catalyst to a new business environment that based on the ICT platform. This study carried out to understand affective need that found in the Uses and Gratification Theory elements in influencing ICT usage among Malay women entrepreneurs. Qualitative approach has been used by interview profoundly women entrepreneurs around Negeri Sembilan and Bangi. The result found between affective need elements which influence ICT usage among informants is because it is easy to use, the difference in experience facing by entrepreneurs while using ICT applications and tools and the process of delivering fast and easy information. Study also found that i...

Lacelle, N. et Lebrun, M. (2010). Pour une littératie médiatique dans un contexte d'inclusion au secondaire, Intercompreensão-Revista de Didáctica das Línguas, no 15, octobre 2010, 151-166. Titre: Pour une littératie médiatique multimodale dans un contexte d'inclusion au secondaire Résumé en français Nous nous intéressons à la littératie médiatique multimodale en contexte scolaire, soit à l'utilisation intégrée de modes d'expression multiples (écrit, image, son) dans différents types de textes multimodaux sur supports numérique ou papier. Nous nous inspirons de la définition de Buckingham (2005) de la littératie médiatique « the ability to access, understand and create communications in a variety of contexts ». Elle inclut également l'habileté à « analyser » et à « évaluer » comme l'ont spécifié Livingstone (2004), de même que Hobbs et Frost (2003). Nous proposons dans cet article l'analyse d'un projet réalisé par des jeunes du secondaire visant à identifier, dans les différents médias, plusieurs stéréotypes contribuant aux préjugés sociaux et à exposer leur critique sur des supports variés. Nous verrons que la lecture du monde à partir de divers médias combinant des codes multiples requiert le développement d'une « multisémiotique » (Kellner, 2001, Kellner et Share, 2007) et de compétences spécifiques à la lecture et à l'expression multimodales. Nous présenterons une grille d'analyse de ces compétences que nous avons élaborée afin d'évaluer la compétence des jeunes à lire et à analyser l'information sur des supports médiatiques variés et à produire un texte qui combine les modes d'expression écrit, visuel et audiovisuel. Mots clés : littératie médiatique, littératie critique, littératie multimodale, stéréotypes, éducation aux médias

The chapter deals with the global issue of advancing women's role in higher education and research (HE&R) as a mechanism for reaching the Sustainable Development Goal 5 – gender equality. Gender analysis method is employed to identify historical and current differences between women and men relative to their participation in HE&R and access to decision-making and resources therein. The focus is on the global challenge of gender disparities, including horizontal and vertical segregation, the androcentric academic culture, and the gender pay gap. The authors warn of possible contamination of AI with human gender biases, which can be detrimental to academic hiring and assessment procedures. Summarizing gender-equality policies and practices available worldwide, the authors give recommendations on women's empowerment in HE&R on the global, national, and organizational levels.

Information Technology and Communication (ICT) industry is actively growing globally. This development also contributes to ICT usage in areas of business that becomes one of the sources in national economic growth. In conjunction with that, Malaysian government has conducted various initiatives in order to support ICT usage in business especially among entrepreneurs. The Industrial Revolution 4.0 becomes the catalyst to a new business environment that based on ICT platform. This study is carried out in order to understand affective need that found in the Uses and Gratification Theory elements in influencing ICT usage among Malay women entrepreneur. Qualitative approach has been used by interviewer profoundly women entrepreneurs around Negeri Sembilan and Bangi. It is found that affective need elements influence ICT usage among informants because it is easy to use, the difference in experience facing by entrepreneurs while using ICT applications and tools as well as the process of delivering fast and easy information. Furthermore, this study also found that informants use ICT in business to improve access to clients and other entrepreneurial partners. Additionally, reliance to ICT becomes something important in increasing business performance to achieve optimum level. This study implicates ICT usage among Malay women entrepreneurs especially to increase digital economy and to prepare for the industrial revolution 4.0.

Starting from the assumption that digital capital is a capital in its own right, and can be quantified and measured as such, the authors of this book examine how digital capital can be defined, measured and impact policy.

Using the Bourdieusian lens, this book makes a critical contribution to the field by examining in depth the notion of digital capital and by introducing a new theoretical toolkit in order to fully conceptualise it. Against this theoretical background, the authors propose a set of indicators that can be used to measure digital capital at an individual level. Ultimately, readers will learn how this can be used by policy makers to tackle social inequalities which are based on the digital exclusion of citizens.

The purpose of this paper is to review the European Union (EU) strategy for reviving Europe’s economy through digital technologies, within its flagship initiative of the Digital Agenda for Europe. EU’s strategy is to increase investment in information and communications technology (ICT), improve digital skills in the labor market, and to encourage public sector innovation, among other things, so as to achieve a smart, sustainable and inclusive economic growth in Europe by 2020. The paper has selected and described Sweden as a case for good practice in ICT strategies. Relevant ICT policy documents by the European Commission, the Swedish Government and online literature have been identified and examined. The findings show that good ICT infrastructure, early adaptation of EU’s policy of de-regulating the telecommunications sector, political vision, competitiveness, and a commitment to provide ICT access to all households and businesses, are key attributes of Sweden’s success in the global ICT landscape. However, persons with disabilities, low levels of education, the elderly, unemployed youth, migrants, gender disparity in accessing ICT, and lack of ICT-skilled personnel, pose challenges to EU’s agenda for an inclusive digital society.

Keywords: European Union; Digital Agenda for Europe; Sweden; information and communications technology; e-Inclusion

The developing 'global' network of computers, popularly referred to as the net, has sparked enthusiastic claims that this new medium holds the potential to revolutionise democracy. Central to this rhetoric is the concept of cyberspace. This virtual meeting place, created by computer networks, enables public interaction and information sharing. It is seen as providing the basis for the revitalisation of the public sphere and democracy. This article explores this prospect in relation to the political economy of the medium's ownership and control. I argue that the net's democratic potential is being limited by the rapid colonisation of cyberspace by capital. As a result, more than universal access to the net will be required to fulfil its democratic promise. Spaces for deliberative interaction in cyberspace also need to be protected and enhanced. Yet, democratisation beyond cyberspace may not automatically follow. Researchers and policy makers must pay greater attention to the systemic impediments involved. This, I conclude, is prerequisite to realising the democratic potential of the net.

The goal of the study was to diagnose the needs of instructors working in the area of the digital inclusion of persons who are excluded, at risk of exclusion, marginalised, and discriminated against in terms of using new technologies. The research focused on the phenomenon of the digital divide as seen from the perspective of digital literacy educators of older adults. The study was conducted in 2019 in Poland, using a qualitative research methodology (a struc-tured in-depth interview) and interpretative paradigm. The respondents were 8 specialists, educators of older adults, representing different types of institutions dealing with the digital

Description This volume examines and explains the phenomenon of digital divides and digital inequalities from a theoretical perspective. Indeed, with there being a limited amount of theoretical research on the digital divide so far, Theorizing Digital Divides seeks to collect and analyse different perspectives and theoretical approaches in analysing digital inequalities, and thus propose a nuanced approach to study the digital divide.

This paper argues that researchers who study migrants' digital inclusion need to shed light on migrants' use of digital technologies within the time frame and context of the 'migration travel' and while migrants are in transition to a new or safer place for resettlement. In support of this argument, the paper proposes a 'travelling with the traveller' research framework that applies the ethnographic methodology and aims at the researcher experiencing or even becoming an integral part of the migration travel. The paper presents the 'travelling with the traveller' framework and discusses how this framework can enable a better understanding of the implications of digital inclusion (or the absence of it) on how migrants experience, combat or alleviate all sorts of adversities, volatile emotions, unanticipated problems and moments of uncertainty crisis they so often encounter when on the move from homeland to another land, from one life setting to another. Further, the paper presents the fieldwork processes and data collection techniques of the proposed 'travelling with the traveller' framework, such as participant observation, informal and open-ended interviews, as well as the use of video and photographic footage.

The concept of digital literacy has been defined in numerous ways over the last two decades to incorporate rapid technological changes, its versatility, and to bridge the global digital divide. Most approaches have been technology-centric with an inherent assumption of cultural and political neutrality of new media technologies. There are multiple hurdles in every stage of digital literacy implementation. The lack of solutions such as local language digital interfaces, locally relevant content, digital literacy training, the use of icons and audio excludes a large fraction of illiterate people. In this article, we analyse case studies targeted at under-connected people in sub-Saharan Africa and India that use digital literacy programmes to build knowledge and health literacy, solve societal problems and foster development. In India, we focus on notable initiatives undertaken in the domain of digital literacy for rural populations. In Sub-Saharan Africa, we draw from an original project in Kenya aiming at developing digital literacy for youth from low-income backgrounds. We further focus on Senegal, Mali, Burkina Faso and Tanzania, where field studies have been conducted on the use of digital technologies by low-literacy people and on how audio and icon-based interfaces and Internet lite standard could help them overcome their limitations. The main objective of this article is to identify key performance indicators (KPIs) in the context of digital literacy skills as one of the pillars for digital inclusion. We will learn how digital literacy programmes can be used to build digital literacy and how KPIs for sustainable development can be established. In the final discussion, we offer lessons learned from the case studies and further recommendation for stakeholders and decision-makers in the field of digital health literacy.

This article examines how class, consumerism, and employment influence beliefs of an idealized digital world in marginalized communities. I recount 24 months of ethno- graphic and institutional observation in a non-governmental organization that promoted the concept of ‘‘utopia digital’’ (digital utopia in Portuguese) in Rio de Janeiro’s favelas (shantytowns). This corporate-funded non-governmental organization employed mem- bers of Brazil’s traditional middle class and promoted the liberating potentials of digital inclusion to members of a ‘‘New Middle Class’’ made up of 35 million ‘‘previously poor’’ Brazilians. Interviews with middle-class employees reveal how ideas of digital utopia act as a code for corporate efforts to encourage consumerism among the New Middle Class and bolster employment opportunities for members of Brazil’s traditional middle class. Reflecting on informal conversations, I also highlight a middle-class ‘‘crime talk’’ that frames the favela as an inherently violent place and, in contrast to their inclusionary work related to digital utopia, encourages non-governmental organization workers to physically avoid favela space. I use Zygmunt Bauman’s discussion of an ‘‘active’’ or ‘‘hunter’’ utopia as an ethnographic lens to discuss the practical and everyday experi- ences of technological inclusion in classed settings. By describing digital utopias as actively shaped by everyday understandings of urban exclusion and privilege, this article provides an ethnographic framework for decoding the socially reproductive nature of class-inflected consumer interventions in marginalized communities.

Revista Brasileira de Tecnologia Educacional -Ano MMV -Jul. / 05 -Dez. / 05 -Nº 170 / 171 1 INCLUSÃO DIGITAL NAS ESCOLAS PÚBLICAS: UMA QUESTÃO SOCIAL RESUMO: A tecnologia da comunicação está presente no cotidiano de todos os indivíduos e para tanto deve-se estar atento a proporcionar acesso à esse tipo de informação a todos os cidadãos. A inclusão digital tem como objetivo gerar igualdade de oportunidades na sociedade da informação resgatando assim, os excluídos digitais ao contexto da sociedade a fim de gerar um avanço na capacitação e na qualidade de vida de grande parte da população. Deve, portanto, fazer parte do projeto pedagógico das escolas públicas com o intuito de inserir políticas e ações que promovam uma educação digital, inserindo o uso do computador no cotidiano pedagógico da escola tornando a inclusão digital um elemento essencial ao processo educacional como redutor da desigualdade social presente na sala de aula.

Los desafíos de la enseñanza universitaria en los escenarios de la contemporaneidad son múltiples y complejos. Las tecnologías de la información y la comunicación ofrecen oportunidades para abordarlos a partir de una didáctica superior revisada y de la realización de construcciones creativas sostenidas por sentidos de carácter pedagógico innovador. El artículo aborda esta problemática y presenta marcos para el desarrollo de propuestas didácticas enriquecidas a partir de las nociones de enseñanza poderosa e inclusión genuina. Comparte, a modo de ejemplo, búsquedas y construcciones realizadas en el seno de prácticas de la enseñanza universitaria reales, en cuestiones tales como los programas, las actividades propuestas en clase y la evaluación. Esas prácticas son objeto de análisis y reinterpretación y dan lugar a la construcción de nuevas aproximaciones conceptuales para una didáctica de la enseñanza superior. Finalmente, ofrece algunas proyecciones a la luz del reconocimiento de las tendencias culturales y las nuevas formas de inteligencia colectiva. A partir de la idea de inmersión, ensaya algunas consideraciones sobre el desarrollo de una didáctica recreada con el propósito de aproximarse a prácticas de las cuales tanto docentes como alumnos emerjan con una capacidad ampliada para generar transformaciones críticas en el mundo que los rodea.

"Τον Ιανουάριο του 2009, η εφαρμογή κοινωνικής δικτύωσης Facebook έφτασε στους 175 εκατομμύρια ενεργούς χρήστες, ενώ το Μάρτιο του 2012 η εταιρία ανακοίνωσε ότι οι χρήστες της ανέρχονται πλέον σε 900 εκατομμύρια περίπου. Ο αριθμός αυτός των χρηστών αντιστοιχεί στο τριπλάσιο περίπου του πληθυσμού των Ηνωμένων Πολιτειών (300 εκατομμύρια περίπου) και στο πενταπλάσιο περίπου του πληθυσμού της Βραζιλίας (190 million). Την ίδια στιγμή, κάθε λεπτό που περνάει μεταφορτώνονται στο δίκτυο Youtube πάνω από 10 ώρες υλικού σε βίντεο, ενώ ο ιστότοπος για το διαμοιρασμό φωτογραφιών και εικόνων Flickr παρέχει πρόσβαση σε πάνω από 3 δισεκατομμύρια φωτογραφίες, καθιστώντας τη σύγκριση με την περίφημη συλλογή των 300.000 εκθεμάτων του μουσείου του Λούβρου στο Παρίσι απλά ανούσια (Kaplan & Haenlein, 2010).
Σύμφωνα με πρόσφατες έρευνες, 75% των χρηστών του Διαδικτύου χρησιμοποιούν τα «κοινωνικά μέσα» ή «μέσα κοινωνικής δικτύωσης», όπως αλλιώς ονομάζονται είτε διαβάζοντας τα νέα από κάποιο ιστότοπο (blog) ή γράφοντας κριτική σε κάποιο προϊόν που έχουν αγοράσει από το διαδίκτυο. Ενδιαφέρον είναι το γεγονός ότι οι χρήστες των μέσων κοινωνικής δικτύωσης δεν είναι μόνο μικρής ηλικίας, αλλά και άτομα ηλικίας 35-44 ετών κυρίως, τα οποία δημιουργούν λογαριασμούς και εγγράφονται σε ιστοσελίδες κοινωνικής δικτύωσης. Από τα παραπάνω γίνεται εμφανές ότι τα τελευταία χρόνια μπορούμε πλέον να μιλάμε για μία επανάσταση των κοινωνικών μέσων, η οποία επηρεάζει όχι μόνο την καθημερινή μας ζωή αλλά επιφέρει και άλλες κοινωνικές ή πολιτικές προεκτάσεις.
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El presente libro reúne una selección de capítulos realizados por estudiantes del Grado de Pedagogía de la Universidad de Barcelona, en el contexto del desarrollo de la asignatura “Entornos, Procesos y Recursos Tecnológicos de Aprendizaje”, curso 2018-2019. Durante este proceso formativo se analizaron propuestas pedagógicas clásicas y emergentes, con la finalidad de reconstruir y avanzar en perspectivas educativas que consideren los entornos, procesos y recursos de aprendizaje disponibles en diversos contextos socioculturales.

A partir del interés personal del estudiantado en un fenómeno o caso educativo concreto se han confeccionado grupos de trabajo. Estos, tras un riguroso proceso de interiorización en el fenómeno escogido, diseñaron e implementaron debates de reflexión, análisis y propuestas pedagógicas. Como resultado de este ejercicio se han producido un conjunto de artículos divulgativos sobre diversos temas de interés social y su vinculación con aspectos de primer orden en la discusión pública en torno al campo educativo. Entre ellos se pueden mencionar: el feminismo, la gamificación, las nuevas tecnologías o la mercantilización educativa.

Since the popularisation of the internet, low-income Brazilians have received little government support to help them access it. In response, they have largely self-financed their digital migration. Internet cafés became prosperous businesses in working-class neighbourhoods and rural settlements, and, more recently, families have aspired to buy their own home computer with hire purchase agreements. As low-income Brazilians began to access popular social media sites in the mid-2000s, affluent Brazilians ridiculed their limited technological skills, different tastes and poor schooling, but this did not deter them from expanding their online presence. Young people created profiles for barely literate older relatives and taught them to navigate platforms such as Facebook and WhatsApp.

Based on 15 months of ethnographic research, this book aims to understand why low-income Brazilians have invested so much of their time and money in learning about social media. Juliano Spyer explores this question from a number of perspectives, including education, relationships, work and politics. He argues that the use of social media reflects contradictory values. Low-income Brazilians embrace social media to display literacy and upward mobility, but the same technology also strengthens traditional networks of support that conflict with individualism.

Este artículo analiza el proceso de política pública vinculada al programa
Conectar Igualdad entre 2010 y 2015 en la Argentina. Esta iniciativa,
junto con otras similares en América Latina, constituyó una innovación en
términos de arquitectura institucional, ya que reunió a varios organismos
para su gestión y desarrollo, como así también por los actores sociales
y sectoriales que intervinieron en ella. Por la lógica intersectorial, la
búsqueda de la mayor eficiencia a través de las alianzas público-privadas
y la integración de la sociedad civil al proyecto, podría concluirse que
prevaleció en la Argentina una dimensión neoweberiana. Conectar
Igualdad no solamente simbolizó un real retorno del Estado en materia
económica y social, sino que operacionalizó una nueva forma de gestión
político-administrativa.

Este trabajo aborda el Programa Punto Digital con el fin de describir los principales desafíos a nivel territorial para su implementación. En primer lugar, se hace especial énfasis en la identificación de acuerdos y recursos necesarios para la instalación y puesta en funcionamiento de estos establecimientos en los distritos. En segundo lugar, se señalan las formas de promoción más efectivas dentro del programa para incentivar
la participación de la población local en los Puntos Digitales. Asimismo, entendiendo que es un programa clave para comprender las estrategias de reducción de la brecha digital, alfabetización digital de la población y modernización de los gobiernos locales, se analizan los principales resultados y alcances de Punto Digital.

Cómo citar
Moreno, I. (2019). «Programa Punto Digital para la inclusión social». En CASOTECA: Colección de Casos de Programas de Modernización, pp. 89-106. Disponible en: https://www.argentina.gob.ar/sites/default/files/libro_casoteca.pdf

New media technologies are playing a progressively important role in the everyday lives of citizens. To fully participate in a digitally enabled society, where citizens’ lives are increasingly mediated by information and communication technologies, access to and use of ICTs has become vital. More and more services, resources, opportunities, knowledge and social relations are migrating into the digital realm. Therefore, exclusion from the digital arena has severe consequences for both private citizens and for society as a whole. The individuals and social categories at the margins of the digital arena—often those with lower incomes, immigrants, less educated people, those living in rural areas, seniors or individuals with disabilities—are missing out on the potential benefits of ICTs. The socially underprivileged position of people in these categories is further reinforced by their digital exclusion. For these reasons, a growing number of projects and initiatives are moving towards a digitally inclusive society by aiming to provide everyone with the potential to be included in the digital ecosystem. However, the simple possession of ICTs or access to the Internet, though vital, has become insufficient to be considered as digital inclusion (Ragnedda and Muschert 2013). Accessibility is the first step to digitally including citizens and bridging the digital divide. However, this does not automatically guarantee advantages. Indeed, to fully appreciate the opportunities and advantages offered by ICTs and by the Internet, in particular, it is necessary to acquire a proficient level of digital literacy (Van Dijk and Hacker 2003).