Differences in access to information and communication technologies

Hardaker, Glenn; Sabki, Aishah Ahmad; Qazi, Atika; Iqbal, Javed

doi:10.1108/ijilt-05-2017-0029

Cited by 4 publications

(1 citation statement)

References 49 publications

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“…Instead, their study illustrated that by these initiatives not considering these citizens’ social and cultural contexts as well as diverse literacy needs, these mobile interventions amplified social exclusion rather than mitigated it. Similarly, Hardaker et al’s ( 2017 ) and Tsuria’s ( 2020 ) research demonstrated how religious and gender norms could restrict women’s ability to harness digital technologies despite their ability to access them.…”

Section: The Kaleidoscope Of Theories To Study Digital Inequalitymentioning

confidence: 97%

Understanding Digital Inequality: A Theoretical Kaleidoscope

et al. 2023

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The pandemic affected more than 1.5 billion students and youth, and the most vulnerable learners were hit hardest, making digital inequality in educational settings impossible to overlook. Given this reality, we, all educators, came together to find ways to understand and address some of these inequalities. As a product of this collaboration, we propose a methodological toolkit: a theoretical kaleidoscope to examine and critique the constitutive elements and dimensions of digital inequalities. We argue that such a tool is helpful when a critical attitude to examine ‘the ideology of digitalism’, its concomitant inequalities, and the huge losses it entails for human flourishing seems urgent. In the paper, we describe different theoretical approaches that can be used for the kaleidoscope. We give relevant examples of each theory. We argue that the postdigital does not mean that the digital is over, rather that it has mutated into new power structures that are less evident but no less insidious as they continue to govern socio-technical infrastructures, geopolitics, and markets. In this sense, it is vital to find tools that allow us to shed light on such invisible and pervasive power structures and the consequences in the daily lives of so many.

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Section: The Kaleidoscope Of Theories To Study Digital Inequalitymentioning

confidence: 97%

Understanding Digital Inequality: A Theoretical Kaleidoscope

et al. 2023

View full text Add to dashboard Cite

show abstract

Understanding Digital Inequality: A Theoretical Kaleidoscope

Kuhn

Khoo

Czerniewicz

et al. 2023

Postdigital Science and Education

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The pandemic affected more than 1.5 billion students and youth, and the most vulnerable learners were hit hardest, making digital inequality in educational settings impossible to overlook. Given this reality, we, all educators, came together to find ways to understand and address some of these inequalities. As a product of this collaboration, we propose a methodological toolkit: a theoretical kaleidoscope to examine and critique the constitutive elements and dimensions of digital inequalities. We argue that such a tool is helpful when a critical attitude to examine 'the ideology of digitalism', its concomitant inequalities, and the huge losses it entails for human flourishing seems urgent. In the paper, we describe different theoretical approaches that can be used for the kaleidoscope. We give relevant examples of each theory. We argue that the postdigital does not mean that the digital is over, rather that it has mutated into new power structures that are less evident but no less insidious as they continue to govern sociotechnical infrastructures, geopolitics, and markets. In this sense, it is vital to find tools that allow us to shed light on such invisible and pervasive power structures and the consequences in the daily lives of so many.

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Teachers' attitudes towards social media (SM) use in online learning amid the COVID-19 pandemic: the effects of SM use by teachers and religious scholars during physical distancing

Jogezai¹,

Baloch²,

Jaffar³

et al. 2021

Heliyon

115

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The adoption of physical distancing and quarantine amid the COVID-19 pandemic to contain virus spread has left the world with schools' closure. In response, schools have shifted into online learning in developed societies while the developing world struggles to opt for online learning due to limited infrastructure and capacity and religious beliefs, in some communities, that discourage online learning. However, there has been a significant increase in the use of Social Media (SM) observed across developing and developed societies and religious communities amid physical distancing. This study was conducted to explore the possibility of SM use in online learning by exploring teachers' attitudes in relation to the effects of physical distancing and increased SM use, SM knowledge and religious leaders' SM use. In a quantitative investigation method, the researchers used a questionnaire as a primary tool to collect the data from 252 teachers of both public and private schools. Partial Least Square Structural Modeling (PLS-SEM) was used as an analysis method to assess and measure the proposed model. The findings are significant to inform how physical distancing amid the pandemic has influenced teachers' attitudes to opt for social media use in online learning. The findings have implications for teachers worldwide, particularly in developing countries, to switch to online learning using SM under challenging situations like the COVID-19 pandemic.

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Differences in access to information and communication technologies

Cited by 4 publications

References 49 publications

Understanding Digital Inequality: A Theoretical Kaleidoscope

Understanding Digital Inequality: A Theoretical Kaleidoscope

Understanding Digital Inequality: A Theoretical Kaleidoscope

Teachers' attitudes towards social media (SM) use in online learning amid the COVID-19 pandemic: the effects of SM use by teachers and religious scholars during physical distancing

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