Digital inequalities in the Internet of Things: differences in attitudes, material access, skills, and usage

Deursen, Alexander Johannes Aloysius Maria van; Zeeuw, Alex van der; Boer, Pia de; Jansen, Giedo; Rompay, Thomas van

doi:10.1080/1369118x.2019.1646777

Cited by 92 publications

(55 citation statements)

References 38 publications

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“…Under these circumstances, there is a risk that only a selective group will benefit from the advantages the digitalisation brings [12]. Additionally, there is another significant risk that refers to the problems related to privacy and security, which are growing [13].…”

Section: Introductionmentioning

confidence: 99%

Digital divide, skills and perceptions on digitalisation in the European Union—Towards a smart labour market

et al. 2020

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The new technologies, the digitalisation of processes and automation of work will change the manner of doing business, working and living. The effects of digitalisation on the economy, society and quality of life imply significant challenges of the labour market. All the participants will be concerned: authorities, companies and ordinary people. The objective of this research is to analyse the perceptions of the EU citizens about digitalisation and to highlight the differences among specific socio-demographic groups. The analysis is grounded on a composite methodology, comprising several statistical and econometric methods that provide scientific support to achieved conclusions: statistical analysis (with the primary goal to shed light on the EU citizens' perceptions about their digital technology skills), TwoStep Cluster Analysis (TSCA) (with the purpose to identify the 'digital vulnerable groups' and then the 'digital vulnerable countries' in terms of the exposure to digital divide) and logistic regression (with the main aim to quantify the impact of the relevant factors on citizens' perceptions about digitalisation). We identified a group of respondents evaluating themselves as having meagre digital skills, very afraid that robots could steal their jobs and with low usage of the internet. They are elderly, with a low level of education, manual workers or not working, with a relatively low level of income and little Internet use. The originality of our approach is given by the fact that we focused on investigating if digital divide leads to the creation of vulnerable groups (citizens and/or countries) and if there are specific patterns in terms of the perception on being skilled in the use of digital technologies in daily life or at work and of the understanding that robots replace human on the labour market. We aim to find relevant factors for the labour market to assume targeted measures that should be taken for a better match of supply and demand on the labour market and for creating a smart labour market. It is highly needed to increase the people's confidence in their skills level and to make the most of digitalisation of the societies. The results show consistent patterns in term of socio-demographic characteristics and perception towards digitalisation. The latter will have a

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Section: Introductionmentioning

confidence: 99%

Digital divide, skills and perceptions on digitalisation in the European Union—Towards a smart labour market

et al. 2020

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“…Sin embargo, tan solo han bastado treinta años para que 50.000 millones de dispositivos estén interconectados (Palfrey y Gasser, 2010). La inmersión tecnológica a escala global es, sin duda, una de las grandes evidencias de que la sociedad red es ya una realidad, por lo que si hace dos lustros la preocupación a escala global eran las brechas de acceso a tecnologías digitales, en la segunda década del siglo XXI la inquietud se centra en la brecha digital por uso eficiente de esa tecnología (Alva de la Rosa, 2015;Deursen, 2017;Deursen et al, 2019). El vertiginoso avance de la tecnología actual impone soluciones rápidas y adecuadas que doten a la población en general de respuestas formativas efectivas que le hagan estar preparada ante los retos de una nueva era marcada por la inteligencia artificial, el big data y el 5G (Aguaded, Marín-Gutiérrez y Caldeiro-Pedreira, 2018).…”

Section: Estado De La Cuestiónunclassified

“…Pese a las limitaciones del trabajo presentado, cuya metodología de muestreo es no probabilístico y, por tanto, no representativo del universo, supone un aporte empírico que evidencia que países con muy diferentes realidades en políticas e iniciativas tienen percepciones muy parecidas respecto al tema planteado y se sienten proactivos ante la problemática y el reto. El estudio supone un aporte más en la línea de investigaciones recientes (Blau y Shamir-Inbal, 2017;Deursen et al, 2019;Girón-Escudero;Cózar-Gutiérrez y González-Calero, 2019;Masanet, Guerrero-Pico y Establés, 2019) que dejan evidente el hecho de que la formación de las competencias digitales garantiza el acceso universal en igualdad de condiciones a las posibilidades que el siglo XXI nos brinda, y solo la concienciación a escala global, a gran escala y en todos los países conducirá a una verdadera disminución de las brechas digitales existentes.…”

Section: Conclusiones Y Discusiónunclassified

Competencia digital docente para la reducción de la brecha digital: Estudio comparativo de España y Costa Rica

Pérez-Escoda¹,

Rodríguez²,

Meléndez-Rodríguez³

et al. 2021

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La inmersión de la sociedad en la era digital ha provocado transformaciones irrefrenables como la conectividad continua, el big data o la inteligencia artificial, que implican una mediatización tecnológica de todas las interacciones humanas y que requiere una formación en competencias específicas. El objetivo principal del estudio se centró en realizar un análisis comparativo internacional en dos países con contextos diferentes: España y Costa Rica, para demostrar que la globalización de las TIC y la conectividad han hecho que el profesorado sea piedra angular en el desarrollo de competencias digitales como garantía para la reducción de las brechas digitales por uso y no por acceso. Con una metodología cuantitativa de carácter descriptivo correlacional se analizaron cinco constructos de estudio en una muestra de 126 docentes procedentes de ambos países. Los resultados evidencian que pese a las diferencias políticas, sociales y educativas de cada país la percepción de los docentes no es tan diferente. La conclusión principal es que los docentes en ambos países se sienten seguros de sus capacidades digitales, están motivados, entienden que el sistema educativo no responde a las necesidades actuales y ven necesaria una inclusión curricular específica de la materia. Teacher’s Digital Competence for Reducing Digital Divide: Comparative Study Between Spain and Costa Rica The immersion of society in the digital age has caused unstoppable transformations such as continuous connectivity, big data or artificial intelligence, which imply a technological mediation in all human interactions and which require training in specific skills. The main objective of the study focuses on conducting an international comparative analysis between two countries within different contexts, Spain and Costa Rica, to demonstrate that the globalization of ICT and connectivity have made teachers a cornerstone in the development of digital skills as they are a guarantee for the reduction of the digital gap in the use and not in the access. Using a quantitative methodology of descriptive-correlational character, five study constructs were analyzed in a sample of 126 teachers from both countries. The results show that despite the political, social and educational differences in each country, the perception of teachers is not so different. The main conclusion is that teachers in both countries feel confident in their digital skills, are motivated, understand that the educational system does not respond to current needs, and they feel that a specific curricular inclusion of the subject is needed in formal education. Palabras clave: competencia digital, brecha digital, profesorado, TIC, formación, educación. Key words: digital competence, digital divide, teachers, ICT, training, education.

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“…Research on internet skills has, for instance, long shown that education is an important resource for internet skills and that the older population has more problems using the internet [26,27]. These differences in skill levels are expected to be even more pronounced for the IoT because of its complexity and potential impact [28]. This is troublesome because people who rely the most on health-related services are likely to possess the lowest skill levels to use the health IoT for health support [2].…”

Section: Iot Skill Determinantsmentioning

confidence: 99%

Internet-of-Things Skills Among the General Population: Task-Based Performance Test Using Activity Trackers

2020

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Background The health internet-of-things (IoT) can potentially provide insights into the present health condition, potential pitfalls, and support of a healthier lifestyle. However, to enjoy these benefits, people need skills to use the IoT. These IoT skills are expected to differ across the general population, thereby causing a new digital divide. Objective This study aims to assess whether a sample of the general Dutch population can use health IoT by focusing on data and strategic IoT skills. Furthermore, we determine the role of gender, age, and education, and traditional internet skills. Methods From April 1, 2019, to December 12, 2019, 100 individuals participated in this study. Participants were recruited via digital flyers and door-to-door canvassing. A selective quota sample was divided into equal subsamples of gender, age, and education. Additional inclusion criteria were smartphone possession and no previous experience of using activity trackers. This study was conducted in 3 waves over a period of 2 weeks. In wave 1, a questionnaire was administered to measure the operational, mobile, and information internet skills of the participants, and the participants were introduced to the activity tracker. After 1 week of getting acquainted with the activity tracker, a task-based performance test was conducted in wave 2 to measure the levels of data IoT skills and the strategic IoT skill component—action plan construction. A week after the participants were asked to use the activity tracker more deliberately, a performance test was then conducted in wave 3 to measure the level of the strategic IoT skill component—action plan execution. Results The participants successfully completed 54% (13.5/25) of the data IoT skill tasks. Regarding strategic IoT tasks, the completion rates were 56% (10.1/18) for action plan construction and 43% (3.9/9) for action plan execution. None of the participants were able to complete all the data IoT skill tasks, and none of the participants were able to complete all the strategic IoT skill tasks regarding action plan construction or its execution. Age and education were important determinants of the IoT skill levels of the participants, except for the ability to execute an action plan strategically. Furthermore, the level of information internet skills of the participants contributed to their level of data IoT skills. Conclusions This study found that data and strategic IoT skills of Dutch citizens are underdeveloped with regard to health purposes. In particular, those who could benefit the most from health IoT were those who had the most trouble using it, that is, the older and lower-educated individuals.

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Digital inequalities in the Internet of Things: differences in attitudes, material access, skills, and usage

Cited by 92 publications

References 38 publications

Digital divide, skills and perceptions on digitalisation in the European Union—Towards a smart labour market

Digital divide, skills and perceptions on digitalisation in the European Union—Towards a smart labour market

Competencia digital docente para la reducción de la brecha digital: Estudio comparativo de España y Costa Rica

Internet-of-Things Skills Among the General Population: Task-Based Performance Test Using Activity Trackers

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