Technology and Social Inclusion: Rethinking the Digital Divide

By Mark Warschauer. 2003

940 citations recorded by the source corpus.

From the Publisher: Much discussion of 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.

Subfields: Media Technology

View Paper: https://www.semanticscholar.org/paper/f13c70ae4208438b8c18bd619356e475854433e6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Media Technology

Citations in the corpus

The Social Demography of Internet Dating in the United States (2010, background): “…drivers of the “digital divide,” recent critiques of this concept point out that internet use differences are not merely a function of differential access to technological hardware, e.g., computers, cameras, high-speed modems (see DiMaggio, Hargittai, Neuman, & Robinson 2001; Warschauer, 2003).”
Internet skills and the digital divide (2011, background): “This has resulted in several conceptualizations of how to approach digital divide research (e.g., DiMaggio and Hargittai, 2001; Mossberger et al., 2003; Van Dijk, 2005; Warschauer, 2003).”
Impact of digital surge during Covid-19 pandemic: A viewpoint on research and practice (2020, neutral): “Although these issues have been researched and discussed earlier (Warschauer, 2004), COVID-19 has brought about a situation where Internet access seems to have become necessary for survival.”
Perspectives on Technology in Learning and Teaching Languages (2006, methodology): “To address the wide array of conventions, genres, and skills in computer use, Warschauer (2003) argues for the need to develop 196 TESOL QUARTERLY electronic literacies (i.e., computer literacy, information literacy, multimedia literacy, CMC literacy).”
The Evolution of the Digital Divide - The Digital Divide Turns to Inequality of Skills and Usage (2012, background): “A number of large-scale surveys have revealed dramatic differences of skills among populations, also among populations of countries with large new media diffusion ([38], [45]).”
Gradations in digital inclusion: children, young people and the digital divide (2007, background): “For the notion of digital exclusion, although much discussed in policy circles, remains unclear (Anderson and Tracey, 2001; Foley et al., 2003;Warschauer, 2003).”
Digital Media Literacies: Rethinking Media Education in the Age of the Internet (2007, background): “…still often seen merely in terms of physical access to equipment; but it is also a question of children’s orientations towards technology, and the cultural competencies they need in order to use it – and, to this extent, it also relates to broader social and cultural differences (Warschauer, 2003).”
Handbook of new media : social shaping and consequences of ICTs (2002, background): “Others questioned the extent and/or the significance of the differences among social groups, or suggested that the problem would solve itself as the technologies diffused (see Bucy and Newhagen, 2004; Compaine, 2001; Gandy, 2002; Lievrouw and Farb, 2003; Light, 2001; Loader, 1998; Murdock, 2002; Sel”