::General:Concept::

The term "digital divide" initially refers to the gap between those who have effective access to digital and information technology and those without access. Sometimes referred to as the "haves" and "have nots" of technology resources and skills. In particular, access to computer hardware and the internet.

It is often discussed in the socioeconomic (rich/poor), racial (majority/minority), or geographical (urban/rural) context.

The term arose during the middle 90s (1995-1997) when "the U.S. Administration and U.S. journalists used the term to describe the social gap between those involved with technology, particularly between children and their schools" [1]

The above is the general concept and initial use of the term, however as with many general concepts, deeper studies and reflections lead to various definitions in conceptualizing the "digital divide".

::Rethinking:The:Digital:Divide::

In digging deeper to the roots of the digital divide, one may come to the realization that there cannot be one set definition in summing a concept that encompasses such a vast array of variables.  Yes, we may give a simplified explanation to help us understand the initial use of the term, yet to fully grasp what is entailed and in order to find an effective solution is neither basic nor binary.  The further one investigates the digital divide the more disheartening it feels in confronting what cannot be ignored.  It is not the divide itself that is disheartening, but rather the comprehension that the divide is beyond digital.

Various studies have lead to rethinking the general concept of digital divide and expressed a deeper vision of it by working to understand the various roots that hinder progress and cultivate this division.

Below are a few quotes in reconceptualizing the digital divide to provide effective solutions in ICT (Information and Communication Technology) initiatives.

"It is a complex societal phenomenon reflecting broader contextual factors such as existing social, economic and political, cultural, and learning inequalities. The recurring theme in most digital divide studies is that the issue of access needs to be clarified in terms of sociological, economic, and political factors." [2]

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"the original sense of the digital divide term - which attached overriding importance to the physical availability of computers and connectivity, rather than to issues of content, language, education, literacy, or community and social resources - is difficult to overcome in people's minds." [3]

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"Believing that the digital divide can be overcome with a distributive solution that simply reallocates computing resources is problematic for two reasons: it is a historical, and technologically deterministic. It ignores the fact that women, racial and ethnic minorities, and entire communities have been historically undeserved in their employment, housing, health, education, and consumption opportunities. The inequities that these disparities entail are longstanding and include a host of life chances that go beyond physical access to computing artifacts. The digital divide is a political outcome rooted in these historical systems of power and privilege, and not simply a gap in access to and use of the Internet and computers. Promoting public access and computer training is warranted, but it does little to address the social forces that may limit these actions in the first place." [4]

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"Of course any ICT project is complicated, and none can be expected to run smoothly. But the problems with these projects were neither isolated, nor random. Rather, these same types of problems occur again and again in technology projects around the world, which too often focus on providing hardware and software and pay insufficient attention to the human and social systems that must also change for technology to make a difference...meaningful access to ICT encompasses far more than merely providing computers and Internet connections. Rather, access to ICT is embedded in a complex array of factors encompassing physical, digital, human, and social resources and relationships. Content and language, literacy and education, and community and institutional structures must all be taken into account if meaningful access to new technologies is to be provided." [3]

::Additional:Readings::

1. Reconceptualizing the Digital Divide
2. The Role of the Habitus in Shaping Discourses about the Digital Divide
3. Redefining the Digital Divide: Beyond Access to Computers & the Internet
4. Beyond Access: A Comparison of Community Technology Initiatives
5. Digital Divide: The Three Stages
6. Spanning the Digital Divide: Understanding & Tackling the Issues
7. Rethinking the Digital Divide: Towards a Path of Digital Effectiveness
8. What is the Digital Divide