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By Linda
E. Saris - Director, Salem CyberSpace - July 29, 2002 |
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| Background |
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The Digital Decade,
the Internet Revolution, or the New Economy. No matter what you call
it, computers and computer related technology are a fundamental way of
life in the global economy that is shaping the way we live, work, and
play. Most entry-level jobs require at least a minimum level of
familiarity with computers and word processing. Access to the
Internet is imperative in order to locate job opportunities and obtain
information and skills necessary to advance in one’s career and manage
one’s household efficiently and cost-effectively. In an increasingly
technologically dominated society, people who are socially and/or
economically disadvantaged will become further disadvantaged if they
lack access to computers and computer-related technologies. This
growing disparity between these groups is what is called the “Digital
Divide.” |
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To be on the less
fortunate side of the divide means that there is less opportunity to
take part in our new information-based economy, in which many more
jobs will be related to computers. The Department of Labor has
reported that 60 percent of all workers use computers on the job
(double the rate of a decade ago), with those who do earning 43
percent more than other workers. It also means that there is less
opportunity to take part in the education, training, shopping,
entertainment, and communications opportunities that are available on
line. The people who lack access to technology are at a growing
disadvantage both socially and economically. Therefore, raising the
level of digital access by increasing the number of Americans using
the technology tools of the digital age is a vitally important goal. |
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Some Recent Studies |
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The current Bush
Administration has all but declared the digital divide has been
closed. They reach this conclusion largely on the basis of nationwide
statistics that show 50% of all Americans have computers in the home
and virtually everyone can get access to a computer through schools,
libraries and other community-based organizations. But these
statistics and facts bear further analysis. |
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First of all, one
needs to consider the following: |
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 | We are fast
becoming a networked society and having access to a computer, even
one in the home, is not the same as having access to the Internet. |
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| We are not
a “café” society, and most of our personal business is conducted
from the home. Therefore, access to technology outside the home, is
not the same as having access to it at home. |
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| Having a
computer and even an Internet connection, is meaningless, if the
means and skill to use it to enrich or improve one’s life does not
exist or if access to relevant content is not available. |
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| And lastly,
as manufacturing companies disappear from the Massachusetts horizon,
we are fast becoming an economy of knowledge workers which requires
an even greater need to be comfortable with computers. |
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So what are the
current statistics on access to computers and the Internet? |
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| Just under
50% of those with incomes between $15,000 and $25,000 use a computer
at home or at work compared to around 90% with incomes above
$75,000. |
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| If you look
at home stats only combined with access to the Internet, the
percentage falls to 25% for those with incomes under $25,000
compared to 75% with incomes above $50,000. Dissect the numbers
now between narrowband connections (dial-up) vs broadband (DSL or
cable), those with low incomes “fall a full generation of technology
behind.” |
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| Not
surprisingly, income is the greatest predictor of access to
computers and the Internet. |
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| 60% of
Blacks, 68% of all Hispanics and 86% of Hispanic households where
Spanish is the only language lack access to the Internet. |
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A recent project
funded by the Annie E. Casey Foundation took a look at the challenges
and opportunities of connecting kids to technology. In this report,
the authors point to the “ABC’s of the Digital Divide” = Access,
Basic Training and Content. Even when the issue of
access is solved, you also need basic training on the applications of
technology (for both teachers and students) and relevant and quality
content. |
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Summary |
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To be on the
wrong side of the digital divide means less access to information,
less access to higher paying jobs, and less opportunity for academic
advancement. Like reading, having access to books in schools and
libraries could not alone promote literacy, love of reading and
appreciation for quality literature. Having books available at home,
having parents as role models and teachers were also needed to promote
literacy and reading. Likewise, we need access to computers and the
Internet in school, at work and at home. However, we
also need purposeful access to be able to use technology
as a tool to enrich our lives and the communities in which we live.
And, like reading, we need trained parents and educators as teachers
and role models to assure that purposeful, quality and common sense
use of technology prevails. |
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Some reading on the
Digital Divide (many of the facts used in this White Paper are
attributed to the authors and articles cited below):
1. “Connecting Kids
To Technology” by Tony Wilhelm, Delia Carmen, and Megan Reynolds, June
2002 (www.kidscount.org
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2. “ Frequently
Asked Questions About the Digital Divide” by The Children’s
Partnership, June 2002
3. “A Nation Online”
– Who’s Not Online and Why It Matters. Highlights and Analysis of the
US Department of Commerce’s 2002 Report on Internet Access and Use.
February, 2002 (http://www.techpolicybank.org/2002commercereport.html)
4. “Does the Digital
Divide Still Exist?” By Mark N. Cooper, Director of Research, Consumer
Federation of America May, 2002
5. Source:
Falling Through the Net, 2000 |
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