The digital divide among young people in Brussels: Social and cultural influences on ownership and use of digital technologies

Mertens, Stefan; d’Haenens, Leen

doi:10.1515/comm.2010.010

Cited by 17 publications

(18 citation statements)

References 17 publications

(15 reference statements)

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“…In many other parts of the world, including Australia, Singapore, Canada, China, Belgium and OECD countries, research has similarly identified an unevenness of access and use of the Internet within their societies, based upon a range of factors not limited to age or generational factors (CDF, 2010;Cheong, 2008;Goode, 2010;Guo, Dobson, & Petrina, 2008;Kennedy et al, 2010;Li & Ranieri, 2010;Mertens & d'Haenens, 2010;OECD, 2010;PISA, 2005;Sztendur & Milne, 2009). …”

Section: The Digital Dividementioning

confidence: 99%

“…Many researchers have highlighted the need for consideration of variation of both access to and use made of the Internet within populations, to avoid acceptance of ambit claims made about the role of the Internet as if it was similarly used by whole generations of people (Brown & Czerniewicz, 2010;Ferro, Dwivedi, Gil-Garcia, & Williams, 2010;Fourie & Bothma, 2006;Hargittai, 2010;Hargittai & Hinnant, 2008;Helsper, 2008;Helsper & Eynon, 2010;Kennedy et al, 2010;Mertens & d'Haenens, 2010;Rideout et al, 2010;Selwyn, 2008b;Thinyane, 2010;Underwood, 2007;Vaidhyanathan, 2008;Warschauer & Matuchniak, 2010).…”

Section: The Digital Dividementioning

confidence: 99%

“…While others have acknowledged the increasingly fast pace of technological changes and their influence on younger generations, these changes have ideally been viewed within a much broader social and cultural context (Jung, Kim, Lin, & Cheong, 2005;Livingstone & Drotner, 2008;Mertens & d'Haenens, 2010;Selwyn, 2009), to avoid what Jung et al (2005) refer to as the risk of isolating the Internet from other activities that adolescents do in their everyday lives. Rather than a simple focus on what teenagers do on the Internet, there is a need to "consider how these relate to other aspects of their lives, such as their relationships with family, school and friends" (Jung et al, 2005, p. 67).…”

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confidence: 99%

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Technology, education and Arab youth in the 21st century: A study of the UAE

Martin¹

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This thesis is an exploration of the engagement of young Emirati tertiary students (aged 18-25) with digital technologies in the United Arab Emirates (UAE). International research in recent years has documented the access to, and use of, digital technologies by young people in many parts of the world, largely in response to claims made at the turn of the century about posited characteristics of young people today, referred to in the debate as digital natives. In reaction, governments and educational institutions in many parts of the world have considered or accepted the need for a rethink of their educational systems, with an emphasis on increased integration of technology into teaching and learning, in an apparent endeavor to remain relevant to students of today, and the society of the future.The documentation of the impact of technology on the young Arab population of the UAE, however, is an important contribution to this debate, where most research to date has been conducted in more developed countries. This research also considers the historical, socio-economic, linguistic and cultural context of the UAE within which technological changes have occurred, as well as the impact of digital technologies which in turn have continued to influence social and cultural change. Consideration of the inter-relationship between technology and the environment in which it has impacted has enabled a challenging of the determinist arguments put forward in the wider digital natives debate.This research used a mixed-method approach involving multiple tertiary educational institutions in the UAE, and included students from a wide variety of geographical locations and academic disciplines within the country. Mixed methods research was eminently suited to this exploration, to enable both internationally comparable data on Emirati youth as a result of use of an adapted survey instrument (N=587), and insight into possible local implications and influences of cultural, educational and language factors by also using semi-structured interviews (N=15). This is the first extensive, multi-institutional research project to address this topic in a region which includes a very high population of young people, who are increasingly wired and educated, at a time of remarkable change and challenges in the Middle East.The primary aim in this research project was to determine the extent to which Emirati higher education students were engaged with digital technologies, including the Internet, and whether this level of engagement was similar to patterns internationally. Six major findings emerged from the data.ii Firstly, data confirmed that most Emirati tertiary students have almost comprehensive access to broadband Internet, both from home and their place of study, using mobile technologies such as tablets or mobile phones, as well as laptops or desktops. Educational improvements in the UAE have been pivotal as an impetus for technological changes, with digital technologies now ubiquitous within tertiary education institutions, as well as ...

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Section: The Digital Dividementioning

confidence: 99%

Section: The Digital Dividementioning

confidence: 99%

mentioning

confidence: 99%

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Technology, education and Arab youth in the 21st century: A study of the UAE

Martin¹

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“…It is also related to other social issues, such as territorial exclusion of the community or the low educational levels of its users. Often than not, the problem of social integration, migration and language directly affect this phenomenon, as was the case of some European countries, where a high percentage of young migrants or children of migrants have low education levels and a deficient use of the official language (Mertens & D'Haenens, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Educación a distancia y políticas públicas en materia de telecentros digitales: el caso del proyecto “CASA” de México

Plascencia

2014

Cuadernos.info

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This research focuses on one telecentre project called "CASA", Mexico, aiming to understand the impact of this type of policy instruments in its target population. What is interesting in the study of the CASA project is its non-governmental origin, having been created by a decentralized public educational center: the University of Guadalajara, Mexico. The project's goal is not only to bring free Internet access to areas where its use is limited, but also to offer continuing education courses, high school, and graduate studies to marginalized population around Jalisco State. The fieldwork conducted aimed at detailing the use of social technology in one CASA center, and sought to provide supporting analysis relating to the usefulness of telecentres as important factors on improving the quality of life of their users. Final outcomes show a significant contribution of these spaces in improving the social conditions of individuals, although more powerful strategies must be accomplished to achieve broader impacts. RESUMEN El

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“…Typically, digital divide studies have documented the level of internet connectivity or lack of connectivity (Davison & Cotten, 2010;Goswami, 2008;Jackson, Fitzgerald, Eye, Zhao, & Witt, 2010;Strover, 2001;Dijk, 2006;Warf, 2010;Warschauer, 2004;Weinstein & Clower, 1994;Wirth, 2006) and access to a computer on a particular population or city (Dijk, 2005;DiMaggio, Hargittai, Coral, & Shafer, 2004;Hacker & Steiner, 2002;La Pastina & Quick, 2004;Malecki, 2003;Mertens & D'Haenens, 2010;Pedrozo, 2013). However, this research analyzes the digital divide question from a different perspective: the social and cultural approach of different generations within the same family focusing on how they interact with technology.…”

Section: Introductionmentioning

confidence: 99%

Digital Inequality on the US-Mexico Border: A Multigenerational Case Study in Laredo, Texas

Flores

Rojas

Straubhaar

2017

REF

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ArticlesDigital Inequality on the us-Mexico Border: A Multigenerational Case Study in Laredo, Texas Brecha digital en la frontera de ee. uu.-México: Un estudio de caso multigeneracional en Laredo, Texas AbstractThe purpose of the present study is to determine the cultural and social barriers that are preventing Laredoans from accessing the digital world. This multigenerational study examines how three generations within 16 families relate culturally and socially to technology. Three members from the same family were invited to voluntarily participate in the study, with a total of 48 in-depth, face-to-face interviews being conducted. The present study identified several barriers such as low educational level, low income, lack of English language proficiency, lack of relevant content available in other languages besides English, preference to communicate face-to-face, fear of violence, and endless working hours. Laredo is the least connected city in the nation with 40.2% non-connectivity rate. Research is needed to understand this digital inequity situation in this borderland city. The theoretical framework used is rooted on Straubhaar's concepts of techno-field, techno-disposition, and techno-capital.Keywords: digital divide, Laredo Texas, us-Mexico border, multigenerational study. ResumenEl objetivo del presente estudio es determinar las barreras culturales y sociales que están impidiendo a los habitantes de Laredo el acceso al mundo digital. Este estudio multigeneracional examina cómo tres generaciones de 16 familias se relacionan culturalmente y socialmente con la tecnología. Tres miembros de la misma familia fueron invitados a participar voluntariamente en este estudio sumando un total de 48 entrevistas en profundidad. En este estudio se identificaron varias barreras tales como la escasa educación, ingresos económicos limitados, insuficiencia en el dominio del idioma inglés, escasez de contenidos relevantes en otro idioma que no sea inglés, preferencia por la comunicación en persona (cara a cara), miedo a la violencia, y horarios de trabajo interminables. Laredo, con 40.2% de brecha digital, es la ciudad con menor conectividad digital en la nación. Es necesario desarrollar proyectos de investigación para entender la desconexión digital en esta ciudad fronteriza. La teoría utilizada en este estudio está basada en los conceptos de tecno-campo, tecno-disposición y tecno-capital desarrollados por Straubhaar y su equipo de investigación.Palabras clave: brecha digital, Laredo Texas, Frontera ee. uu.-México, estudio multigeneracional.

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The digital divide among young people in Brussels: Social and cultural influences on ownership and use of digital technologies

Cited by 17 publications

References 17 publications

Technology, education and Arab youth in the 21st century: A study of the UAE

Technology, education and Arab youth in the 21st century: A study of the UAE

Educación a distancia y políticas públicas en materia de telecentros digitales: el caso del proyecto “CASA” de México

Digital Inequality on the US-Mexico Border: A Multigenerational Case Study in Laredo, Texas

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