scholarly journals Poverty and Digital Divide: A Study in Urban Poor Neighborhoods

2021 ◽  
Vol 24 (2) ◽  
pp. 189
Author(s):  
Tri Mulyaningsih ◽  
Rutiana Wahyunengseh ◽  
Sri Hastjarjo
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Urban Areas ◽  
Urban Poor ◽  
Age Groups ◽  
Literacy Skills ◽  
Central Java ◽  
The Poor ◽  
Use Of Technology ◽  
Digital Diffusion

Literature suggests that the penetration of digital technology may create a digital divide, particularly for groups that lack resources and the capacity to access technology. This study is keen to examine the poverty and digital divide, particularly in urban poor areas. There are two research objectives. Firstly, to examine the digital diffusion and digital literacy within poor urban neighborhoods in the City of Magelang, Central Java, Indonesia. Secondly, to understand the variation of digital diffusion and digital literacy across areas (with different levels of poverty), age groups, genders and occupations. The data is collected from surveys focused on measuring the access to information, digital diffusion and the use of technology among the poor. This study found that there is a digital divide problem among people in urban areas, especially among people with low incomes. Moreover, the diffusion is dominated by certain groups such as younger people and females. Furthermore, digital literacy among the poor is low. The policy implication is to improve access for digital diffusion and provide assistance to improve digital literacy skills.

Digital Citizenship for All

2019 ◽  
pp. 829-850
Author(s):  
Quincy Conley ◽  
Jessica Scheufler ◽  
Gina Persichini ◽  
Patrick R. Lowenthal ◽  
Michael Humphrey
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Modern Society ◽  
Transition To College ◽  
Literacy Skills ◽  
Digital Citizenship ◽  
College And Career ◽  
Use Of Technology ◽  
Computer Based ◽  
Literacy Experience

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.

Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

2013 ◽  
pp. 394-413 ◽  
Author(s):  
Jeffrey Hsu ◽  
Zhongxian Wang ◽  
Karin Hamilton
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Adult Learner ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Use Of Technology ◽  
Computing Skills ◽  
Improved Learning

The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

Examining calorie undernourishment in India: Is it due to choice or inadequacy?

2020 ◽  
pp. 026010602094973
Author(s):  
Udaya S Mishra ◽  
Balakrushna Padhi ◽  
Rinju
Keyword(s):  
Rural Areas ◽  
Urban Areas ◽  
Urban Poor ◽  
Food Choices ◽  
National Sample ◽  
Sample Survey ◽  
The Poor ◽  
Food Expenditure ◽  
Lower Magnitude ◽  
Common Understanding

Background: Calorie undernourishment is often associated with poverty but India presents a unique scene of decline in money-metric poverty and rise in calorie deprivation. Existing literature has varied explanation towards this effect. However, neither are the poor entirely calorie compromised nor do all the non-poor qualify calorie compliance. Aim: This is an attempt at verifying whether calorie undernourishment is a result of choice of food basket or the inadequacy of food expenditure. Method: An answer to this question is attempted with the exploration of data obtained from the National Sample Survey Organization’s Consumption Expenditure of Indian households for the periods 2004–2005 and 2011–2012. Results: Findings reveal that over the last one decade, the average per capita per day calorie intakes have slightly increased from 2040.55 Kcal in 2004–2005 to 2087.33 Kcal in 2011–2012, which has led to the increased share of well-nourished households from 20.21% in the 61st round to 22.78% in the 68th round of survey in rural areas, whereas the similar increase in urban areas is from 36.1% to 40.65%. Conclusions: Calorie undernourishment among the non-poor is observed that calorie undernourishment, if any, among the non-poor is entirely due to choice but the same among the poor has a divide between choice and inadequacy. The urban poor are calorie compromised more due to choice rather than inadequacy as against their rural counterparts. With higher poverty, calorie, non-compliance among the poor is more due to choice when compared with lower magnitude of poverty. These observations form a basis for contesting the common understanding that calorie compromise is entirely driven by inadequacy/incapacity of food expenditure. could be viewed in terms of the food choices made, especially among the poor while setting the minimum threshold of food expenditure to be calorie compliant.

scholarly journals Living Arrangement of Elderly in Haryana: A Case Study of District Rohtak

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Sandeep ◽  
Lubna Siddiqui ◽  
Aruna Paarcha ◽  
Masood Ahsan Siddiqui
Keyword(s):  
Rural Areas ◽  
Urban Areas ◽  
Living Arrangement ◽  
Age Groups ◽  
Living Alone ◽  
The Poor ◽  
The Rich

In the present paper, we have analyzed the living arrangement of elderly in district Rohtak, Haryana. We have interviewed 500 elderly of different age groups in 2012. The study found that elderly is cared as about 90 per cent elderly stay in joint families. Not a single respondent male was living alone whereas 0.5 percent females in rural areas and 2.5 per cent in urban areas are living alone. The poor elderly are more satisfied than the rich elderly.

scholarly journals Society and Taxes: An Exploratory Study of Fiscal Psychology

2020 ◽  
Vol 5 ◽  
pp. 00004
Author(s):  
Ika Rahma Susilawati ◽  
Rahmat Hidayat
Keyword(s):  
Rural Areas ◽  
Digital Literacy ◽  
Urban Areas ◽  
Small And Medium Enterprises ◽  
Tax Compliance ◽  
Literacy Skills ◽  
Social Representation ◽  
Extensive Discussion ◽  
The Social ◽  
The Government

This study aims to obtain the social representation of Indonesian society about taxes, especially those originating from the suburban and rural areas. Our previous study reported results that more people are representing those who live in urban areas and have higher digital literacy skills. Therefore, this study was conducted to broaden society's representative. Data was retrieved by direct social interaction to the people who are in public areas like traditional markets, rural areas, terminals, train stations, and small and medium enterprises around the campus area. A total of 121 respondents participated in this study. The analysis reveals the finding of 27 categories in terms of the social representation of tax. Among these categories, the highest frequency of occurrence is in the obligation categorization. Later, followed by categories of public interest, burdens, necessary, and corruption. In general, most respondents associate taxes with obligations. They acknowledge the importance of tax in an ideal, normative, and constitutional way. Under those circumstances, it heads them to comply with the tax rules. This reinforces the reasons why they tend to be more tax- compliant. However, tax is also associated with financial and non-financial burdens. The widespread practice of corruption or misuse of tax money further diminishes people's trust towards the government. This becomes a potential factor in progressively reducing individual tax compliance. A more extensive discussion is presented in the discussion.

scholarly journals Development Of Digital Literacy Assessment Scale To Measure Student’s Digital Literacy

2021 ◽  
Vol 12 (02) ◽  
pp. 137-143
Author(s):  
Anggi Ristiyana Puspita Sari ◽  
Suandi Sidauruk ◽  
Ruli Meiliawati ◽  
Maya Erliza Anggraeni
Keyword(s):  
Learning Strategies ◽  
Digital Literacy ◽  
Information Access ◽  
Literacy Skills ◽  
Assessment Scale ◽  
Access To Information ◽  
Development Research ◽  
Literacy Assessment ◽  
Use Of Technology ◽  
Academic Activities

The COVID-19 pandemic requires lecturers to change learning strategies through online learning. The use of technology which has grown exponentially in the world of education requires students to be proficient in using technology in finding information as a source of knowledge. To be able to prepare competitively students in this 4.0 education era, an instrument is needed to find out to what extent students' digital literacy abilities are. This research is development research (R&D) which aims to develop a Digital Literacy Assessment Scale (DLAS) instrument to measure students' digital literacy skills. The procedure of this research includes determining the construct and specifications of the instrument, writing the items, and analyzing the items. Based on the results, the DLAS instrument has a total of 52 items consisting of 3 aspects including access to information (access), student involvement in academic activities (behavioral engagement), and socio-emotional (socio-emotional). The results of content validity carried out by 5 expert judgments showed that the DLAS instrument was proven to be content valid with the acquisition of Aiken's V index of 0.87.

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

Kaantabay Sa Kauswagan: Empowering the Urban Poor in Naga City, Philippines

2005 ◽  
Vol 30 (4) ◽  
pp. 56-59
Author(s):  
Wilfredo Prilles
Keyword(s):  
Low Income ◽  
Urban Areas ◽  
Urban Poor ◽  
Central Government ◽  
City Government ◽  
Political Will ◽  
The Poor ◽  
Resources And Capabilities ◽  
Vital Factor

Initiated in 1989, the KsK programme (literally Partners in Development) shows how a tri-partite approach of pooling resources and capabilities of private landowners, city and central government and the poor can be used to improve urban living conditions. Strong political will and an enlightened perception of the poor has enabled a city government to reduce poverty, manage urbanisation and improve quality of life in urban areas. Eighty-one per cent of the 7,400 low-income houses have been improved to date. Strong community participation has been a vital factor in achieving this success.

scholarly journals Closing the Digital Divide in Low-Income Urban Communities: A Domestication Approach

10.28945/3885 ◽  
2017 ◽  
Vol 13 ◽  
pp. 117-142 ◽  
Author(s):  
Patrick Kanyi Wamuyu
Keyword(s):  
Urban Communities ◽  
Digital Divide ◽  
Low Income ◽  
Digital Literacy ◽  
Urban Areas ◽  
Internet Access ◽  
The Internet ◽  
Digital Inclusion ◽  
Marginalized Communities ◽  
Low Income Households

Aim/Purpose: Significant urban digital divide exists in Nairobi County where low income households lack digital literacy skills and do not have access to the internet. The study was undertaken as an intervention, designed to close the digital divide among low income households in Nairobi by introducing internet access using the domestication framework. Background: Information and Communication Technologies (ICTs) have the potential to help reduce social inequality and have been hailed as critical to the achievement of the Sustainable Development goals (SDGs). Skills in use of ICTs have also become a prerequisite for almost all forms of employment and in accessing government services, hence, the need for digital inclusion for all. Methodology: In this research study, I employed a mixed methods approach to investigate the problem. This was achieved through a preliminary survey to collect data on the existence of urban digital divide in Nairobi and a contextual analysis of the internet domestication process among the eighteen selected case studies. Contribution: While there have been many studies on digital divide between Africa and the rest of the world, within the African continent, among genders and between rural and urban areas at national levels, there are few studies exploring urban digital divide and especially among the marginalized communities living in the low-income urban areas. Findings: Successful domestication of internet and related technologies was achieved among the selected households, and the households appreciated the benefits of having and using the internet for the first time. A number of factors that impede use of internet among the marginalized communities in Nairobi were also identified. Recommendations for Practitioners: In the study, I found that use of differentiated costs internet services targeting specific demographic groups is possible and that use of such a service could help the marginalized urban communities’ access the internet. Therefore, ISPs should offer special internet access packages for the low-income households. Recommendation for Researchers: In this research study, I found that the urban digital divide in Nairobi is an indication of social economic development problems. Therefore, researchers should carryout studies involving multipronged strategies to address the growing digital divide among the marginalized urban communities. Impact on Society: The absence of an Information and Communication Technology (ICT) inclusion policy is a huge setback to the achievement of the SDGs in Kenya. Digital inclusion policies prioritizing digital literacy training, universal internet access and to elucidate the social-economic benefits of internet access for all Kenyans should be developed. Future Research: Future studies should explore ways of providing affordable mass internet access solutions among the residents of low-income communities and in eliminating the persistence urban digital divide in Kenya.

Leveraging Digital Multimedia Training for At-Risk Teens

2008 ◽  
pp. 1-1
Author(s):  
Timothy Shea ◽  
Craig Davis
Keyword(s):  
At Risk ◽  
Digital Divide ◽  
Best Practice ◽  
Age Groups ◽  
Cost Effective ◽  
Job Skills ◽  
Rural Setting ◽  
Poor Countries ◽  
Digital Multimedia ◽  
Use Of Technology

The digital divide exists in poor countries and wealthy countries, the country side and cities, and across age groups. Useful solutions when trying to “bridge” the digital divide should include collaboration with local groups in order to better understand and meet their needs (Eglash, 2004). The most far-reaching examples of these community-oriented, information and communication technology (ICT) products and services result in social and economic impacts beyond just the use of technology—sometimes referred to as community informatics. This paper offers one such solution where an extremely cost—effective, community-based ICT program was successfully piloted in order to improve the computer and digital multimedia literacy of at-risk teenagers, provide job skills, open up new career opportunities, and begin to improve the overall economic capital of the community. While piloted in an inner-city, the program represents a best practice that is equally applicable to a small rural setting or to a regional educational initiative. More specifically, this paper describes the project, the curriculum, and— through the use of a questionnaire and video interviews —the students’ experiences taking the class.

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