Towards full digital inclusion: the ENTELIS manifesto against the digital divide

Abstract

Purpose The purpose of this paper is to present the work of the European Network for Technology Enhanced Learning in an Inclusive Society project, which addresses the challenges of the digital divide for people with disabilities of all ages. Design/methodology/approach The project employs a number of activities and approaches which involve people with disabilities and other stakeholders, in order collect scientific knowledge, views, suggestions and experiences that will help in bridging the digital divide. These include literature review and qualitative methodologies of data collection, such as interviews with stakeholders, focus groups and living labs. Findings The benefits of (assistive) technology in the lives of people with disabilities are highly appreciated. However, a number of barriers, including lack of digital skills are identified. Thus the development of (assistive) technology competencies programmes is suggested. In addition, there is evidence of the need to further involve all stakeholders and increase awareness. Social implications The most important implication of the project is the production of the manifesto against the digital divide. With this document the project consortium justifies for action on raising awareness regarding the rights of persons with disabilities of all ages to be digitally included. Originality/value The value of the project lies upon the publication of the manifesto against the digital divide, which has already been endorsed by a number of organisations in Europe and elsewhere, with the aspiration of influencing policy makers and practitioners to collaborate in order to bridge the digital divide.

Analyzing the impact of technology incentives on community digital inclusion using structural equation modeling

“…When developing a measurement scale, the most important task was to identify the measurement dimension that applies to the community's digital inclusion. To construct the instrument, this study adapted three recent digital literacy and digital inclusion models, an integrated model of digital inequality for assessing the academic digital libraries, and the study report to full digital inclusion assuming five main attributes of digital inclusionwhich state that technology incentive is a motivating factor empowering technology utilization, enhancing online searching skills, developing capability and strengthening social integration (Yu et al, 2018;Joo and Lee, 2011;Mavrou and Hoogerwerf, 2016). These five attributes were used to assess community digital inclusion.…”

Diseño Inclusivo Para La Inclusión Digital: La Influencia De Las Capacidades Y La Experiencia Previa

“…van Dijk & Hacker, 2003). Hoy en día la brecha digital se define como la desigualdad entre individuos, comunidades o países en el acceso o la capacitación para aprovechar lo que la evolución de la tecnología puede ofrecer (Angeline et al, 2021;Mavrou & Hoogerwerf, 2016). A medida que la tecnología y la sociedad avanzan, han surgido diferentes niveles de brecha digital que abarcan: 1) el acceso a las TIC en el primer nivel, 2) su uso, en el segundo nivel y 3) los resultados obtenidos, en el tercer nivel (Shakina et al, 2021).…”

“…La inclusión digital puede brindar oportunidades para superar barreras y acceder a oportunidades que de otra manera no estarían disponibles (Ali et al, 2021;Blažič et al, 2020;Park, 2022;Vicente & López, 2010). Las TIC permiten reducir distancias (Gruzdeva, 2022) y mantener el contacto y la conexión social (Tan & Chan, 2018), lo que refuerza el sentimiento de pertenencia y la participación social disminuyendo el riesgo de sufrir depresión, soledad y exclusión social (Bueno-Sanchez et al, 2019;Engwall, 2022;Mavrou & Hoogerwerf, 2016;Rikard et al, 2018;Vicente & López, 2010). En el ámbito de la atención sanitaria, las TIC permiten una mayor accesibilidad y eficiencia en los servicios sanitarios, mejorando la calidad de vida y el bienestar (Vicente & López, 2010).…”

Evaluating a computer-training program for individuals with physical disabilities

“…Simultaneously, with the implementation of the Patient Protection and Affordable Care Act, in the USA in 2010, there has been an increase in individuals with disabilities returning to work (Kennedy and Blodgett, 2012). Although these legislations and consortia may have increased the job opportunities for individuals with disabilities, it also means that these individuals will be required to have technological skills, however basic, to be successful (The ENTELIS Consortium, 2015;Krohe, 2002;Mavrou and Hoogerwerf, 2016;Overtoom, 2000).…”

“…By having access to appropriate AT, commercial or custom designed, people with disabilities are able to better engage in their environments and be functionally independent in their daily tasks and responsibilities (Cook and Polgar, 2008;Scherer and Glueckauf, 2005). Some factors that have been shown to impact use of AT are age (Eisma et al, 2004;Dobransky and Hargittai, 2006) and contextual factors (Mavrou and Hoogerwerf, 2016;Scherer and Glueckauf, 2005;Kaye, 2000) such as living situation and transportation. In the case of using AT to access and use the computer, we hypothesize that these individuals also need to be properly trained in the use of the AT so that they can accurately use the technology provided to them.…”