An Analysis of Digital Inclusion Projects: Three Crucial Factors and Four Key Components

Abstract

This paper provides an in-depth analysis into two case studies aimed at addressing the digital divide in two developing countries. A detailed description is provided for each case study along with an analysis of how successful the two projects were at addressing the digital divide in Siyabuswa, South Africa and Ennis, Ireland. The two case studies were both community-based ICT projects in rural areas of their respective countries. However, citizens in Siyabuswa had to continuously work hard to obtain new resources for a central hub which serviced the entire community, while citizens in Ennis were awarded a grant with an abundance of ICT technology including an Internet connection in every home. A conceptual framework for analyzing the success of digital inclusion projects was developed through a comprehensive literature review. This paper will identify the three factors (value, sustainability, and scalability) and four key components (digital equity, excellence, opportunity, and empowerment) that make up the framework, analyze each of the two case studies based on the framework, and explore future implications for addressing gaps in ICT access through the implementation of digital inclusion projects.

Supporting Pupils in Finnish and Swedish Schools—Teachers’ Views

“…However, that is only one, narrow view of inclusion. Inclusion can be achieved in many ways, since it is not dependent on the place of teaching, especially in the modern digital age and with open learning spaces (Halinen & Järvinen, 2008;Rose et al, 2017;Schwab et al, 2015;Smith, 2015). We understand that inclusion is not just a structural issue concerning how best to organise or change the different aspects of the school, but also an ethical concept (Reindal, 2010).…”

Digital citizen empowerment: A systematic literature review of theories and development models

“…Scholars used the theory of diffusion of innovations to explain this divide that is seen in society (Shelley et al, 2004), helping us understand that adopting any technology is a gradual process and differs from person to person depending on their attitudes. A method of crossing this divide to empower citizens through digital inclusion projects was discussed by Smith (2014). It involves a hierarchical structure of institutionalized inclusion projects based on a reliable technical infrastructure for all, leading to training citizens and increasing their awareness in terms of using the technology, providing equal opportunity for all to interact with and influence the technology, and finally, enabling transference of skills so that normal users could be transformed into digital innovators (Fraunholz & Unnithan, 2009).…”

“…It involves a hierarchical structure of institutionalized inclusion projects based on a reliable technical infrastructure for all, leading to training citizens and increasing their awareness in terms of using the technology, providing equal opportunity for all to interact with and influence the technology, and finally, enabling transference of skills so that normal users could be transformed into digital innovators (Fraunholz & Unnithan, 2009). Accountability lies with citizens and civic bodies (Leong et al, 2019;Treré, 2016) Scale discussed in literature Discussion ranges from city to nation-wide networks for service delivery (Agrawal et al, 2007;Vyas-Doorgapersad, 2009;Subramanian and Saxena 2008;Bhatnagar, 2002) Cases cover municipal, county and statewide initiatives but no country-wide case (Blakeley, 2010;Baogang, 2011;Smith, 2014;Ganuza et al, 2016;Saguin, 2018) Cases cover municipal and city-wide cases but no country or state level instance (Bartoletti & Faccioli, 2016;Bay-Meyer, 2013;Blakeley, 2010; Has no restriction of scale as it can exist devoid of state support (Leong et al, 2019) (Continued )…”

Barriers Affecting the Effectiveness of Digital Literacy Training Programs (DLTPs) for Marginalised Populations: A Systematic Literature Review

“…The cultural or environmental orientation of the learners may either help or hinder their ability to learn (Hofstede 1986). For instance, lack of family support impedes the development of digital literacy skills (Faheem et al 2018;Jimoyiannis and Gravani 2010;Nedungadi et al 2018;Smith 2015). This may refer to not supporting female education or restricting women's mobility (Ashraf et al, 2009).…”