The Digital Divide Essay Example

wealthier public school students, contributing to the perpetuation of social inequalities rooted in birth circumstances.

Computers will transform the college atmosphere as fiber-optic cable connects offices, dormitory rooms, and off-campus residences. Professors can transmit entire books from their office to a student's room or vice versa. However, the lack of access to computers at home has a significant impact on educational outcomes despite efforts to address this issue. Students without computer access at home cannot be expected to respond to technology-based assignments like their peers who have such access. Teachers who fail to acknowledge this contribute to the digital divide in their classrooms every day.

The Internet is being used by people for various purposes, including remote work, starting businesses, finding cheaper products and services, making informed healthcare decisions, and acquiring new skills through online learning. It serves as a vast global library where researchers can conduct a significant portion of their studies online instead of visiting physical libraries frequently. Researchers can easily access the latest government reports and connect with people worldwide via email to obtain necessary data easily (Elman 2001, 596). The increasing dependence on computers in society has made the lack of computer access among many individuals concerning.

The Internet makes information easily accessible to everyone, putting the world at their fingertips. Many resources found in libraries can also be found online. Searching the World Wide Web for supporting materials offers numerous advantages, as evident to anyone who has tried it. Online, one can find a multitude of databases, personal web pages, publications, research, and visuals. Thankfully, there are several online search services that offer indexes and access to this specialized

information. Both general directories like the Library of Congress (www.lcweb.loc.gov) and popular search engine directories like Yahoo! (www.yahoo.com) often feature directories of selected sites relevant to specific topics.

Multiple search engines, such as Alta Vista, Excite, Lycos, HotBot, InfoSeek, WebCrawler, and Yahoo!, are well-known to most people. These web catalogs assist individuals in finding relevant information by matching keywords with websites that have those terms. One of the most popular search engines is Yahoo!, which provides two searching options: typing in a term or selecting a frequently indexed topic. Nonetheless, if users do not carefully select their keywords, they may encounter numerous irrelevant sites.

Although electronic research has numerous benefits, it also has significant drawbacks. The limited coverage of information on the Internet is a major concern. While it provides current news and information, it may not be suitable for those looking for analysis on classic novels, specialized research reports, or trustworthy explanations of political issues or historical movements. Internet sources often lack the thoroughness and impartiality necessary to fulfill specific research requirements.

Using the Internet for research comes with a drawback – verifying the credibility of information found. Trustworthy sources include major newspapers, magazines, professional associations, government agencies, libraries, legitimate media outlets, and renowned experts. However, there are also biased sources. Evaluating all online content for accuracy is impossible, making it difficult to distinguish reliable sources from unreliable ones.

The digital divide is not simply about having computers and Internet access; it is a complex issue that goes beyond that. Bridging the gap between those who can benefit from new technologies and those who cannot requires more than just providing

access. It also involves ensuring that individuals receive proper training to effectively utilize the latest information and communication tools. Several factors, such as basic literacy, language barriers, and lack of technical skills, contribute to certain individuals being unable to participate in the Information Age. To fully engage in this era, people must possess skills like researching and analyzing information, evaluating sources, and applying knowledge both professionally and personally. Additionally, internet content and software need to be inclusive, diverse, and tailored to specific cultural and social needs.

Despite the potential benefits of digital technologies, lack of access can lead to isolation. In the current global information economy, technological literacy is important for personal and communal success. Thankfully, advancements in technology enable collaboration and problem-solving through sharing knowledge, thoughts, and resources. Therefore, reliable internet connections and tech skills are crucial for thriving communities. Failing to provide widespread online access would result in missed economic opportunities.

The process of acquiring the skill of using the Internet to access information involves trial and error. However, individuals living in poverty often have limited computer and Internet access, resulting in weaker skills in this area. This lack of expertise can negatively impact their future economic well-being, further hindering their progress. It is crucial to find ways to bridge this gap and empower those in poverty to enhance their abilities. According to a 2000 report from the United States Department of Commerce, there was a significant increase between 1994 and 1997 in the disparity between individuals with technology access and those without it. The report also revealed that African-Americans, Native-Americans, and people below the poverty line had even less access

than whites when it came to home computers (U.S. Department of Commerce 2000).

According to research conducted by Thomas Novak and Donna Hoffman from 1994 to 1998, black households had a personal computer ownership rate that was 41 percent lower than white households. The study also discovered that internet access was only available to 36 percent of African-Americans and 44 percent of Latinos, compared to 50 percent for Whites. Moreover, the majority of online information caters to individuals with average or advanced literacy levels.

Novak and Hoffman (1998) found that 22 percent of American adults, out of a total of 44 million, lack the necessary reading and writing skills for everyday functioning. This leads to a higher likelihood of internet connectivity among individuals with higher levels of education. The technology gap between the most educated and least educated groups increased by 25 percent from 1997 to 1998. In that same year, individuals with a college degree were over eight times more likely to own a computer and approximately 16 times more likely to have home internet access compared to those with only an elementary school education. Therefore, possessing a college degree increases the chances of owning a computer and having home internet access.

Studies have indicated that there is a correlation between technology and social class, suggesting that computer ownership and internet access are tied to income. In order to utilize the internet, individuals require both a computer and sufficient funds to cover the cost of an internet connection. Despite relatively affordable expenses in the United States, this can pose a major financial obstacle for those with low incomes who may not

perceive it as essential.

Below is the chart and graph from the Falling Through the Net website of the National Telecommunications and Information Administration:

Americans of various income levels, particularly those in the middle-income bracket, are increasingly using the Internet. Approximately 8% of households earning $10,000 annually own a computer and only 3% have Internet access. However, there has been a substantial rise in computer ownership among households with incomes below $15,000. From December 1998 to August 2000, there was a remarkable growth of 79%, resulting in an ownership rate of 12.7%.

Between 1999 and 2000, there was a significant increase in internet access for households in the income bracket of $15,000 to $24,999. The growth rate during this period was 93 percent. In December 1998, households earning between $35,000 and $49,000 had an internet access rate of 29.0 percent. However, by August 2000, this percentage had risen to 46.1 percent. It is important to note that Americans with incomes of $75,000 and higher have a much higher likelihood of accessing the internet compared to those at lower income levels. Additionally, they are nine times more likely to own a computer at home.

According to the National Telecommunications and Information Administration's report, Falling Through the Net: Toward Digital Inclusion:

The income, education, and Internet access disparities between the national average and rates for Blacks and Hispanics in households prompt the question of whether these factors alone are accountable. In general, both Blacks and Hispanics have lower incomes and education levels in comparison to the national average.

The digital divide presents challenges for disadvantaged individuals, including economic, ethnic, and language

barriers. This divide exacerbates inequality as these individuals lack both access to technology and the necessary skills. The U.S. Department of Commerce states that certain groups, such as minorities, low-income individuals, those with lower education levels, and children from single-parent households in rural or urban areas face limited access to information resources. Disparities in telecommunication infrastructure exist between different regions and demographics - urban versus rural areas and inner city versus suburban residents and buildings. Older inner city and rural school buildings pose obstacles and higher costs for implementing wiring compared to newer suburban schools. Technology availability at home, in schools, and within communities is often taken for granted in many areas. Homework assignments assume that students have equal access to computers and the Internet outside of the classroom.

Almost every grade school in the United States introduces its students to computers, teaching them how to type and use mathematics and science software. Educational programs that incorporate game-like formats make studying more enjoyable for children. Additionally, classrooms are connected to the Internet, allowing schools with access to advanced computer technology to better prepare their students for the future. However, this advantage primarily benefits private schools and wealthier public school districts, leading to the perpetuation of social inequalities resulting from birth circumstances. Furthermore, computers will revolutionize higher education in the future.

Every office, dormitory room, and off-campus residence will have fiber-optic cable connections. Professors can send complete books from their office to a student's room or vice versa. Nevertheless, the lack of computer access at home greatly affects educational outcomes despite efforts to address this problem. Students without home computer access struggle to complete

technological assignments as effectively as their peers who do have access. Teachers who overlook this issue perpetuate the digital divide in their classrooms every day.

As a result of the scarcity of highly skilled workers, employers are broadening the entry-level skill criteria to include proficiency in various technology tools and applications. Although larger companies can attract skilled workers with higher salaries or offer training to current employees, smaller businesses often face limitations in resources and time to develop their workforce. Consequently, they depend on community-wide workforce development programs and educational initiatives to meet their hiring requirements.

The concept of computer and Internet access, similar to the digital divide, can be interpreted in various ways. This includes having computers at home, in schools, or at community centers, as well as the ability to connect to the Internet through different methods and costs. Money plays a role in determining the speed of Internet connections, with a division between basic dial-up service and high-speed options. Basic dial-up service is affordable but slow, limiting certain applications. On the other hand, broadband Internet access offers faster speeds at higher costs through digital subscriber lines, high-capacity coaxial TV cables, and Integrated Services Digital Network. Satellite and wireless technologies also provide access to the Internet. Some individuals use wireless mini laptops, portable digital assistants, and other advanced devices for online activities.

The impact of educational achievement on computer ownership and Internet access remains significant, with increasing rates observed across all education levels, especially among individuals with some college education. The usage of the Internet has grown the most within households led by individuals who have completed some college coursework,

going from 30.2 percent in December 1998 to 49.0 percent in August 2000. Additionally, people with higher levels of education are more likely to use computers and the Internet for work and educational purposes. In August 2000, the percentage of households with Internet access was as follows: 69.9 percent for those with some post-college education, 64 percent for those holding only a college degree, 49.0 percent for those with some college experience, 29.9 percent for high school diploma holders, and 11.7 percent for those without a high school diploma.

The presence of household structure and education has an impact on computer and Internet access. Traditional family households have higher rates of Internet access compared to other types of families. The lowest percentage of web-connected households, 28.1 percent, is found among those with single or unmarried individuals. Male-headed households with children under 18 are more likely to be connected, with a rate of 35.5 percent, than female-headed households at 30.0 percent. On the other hand, two-parent households have the highest rate of Internet access at 60.6 percent, which is almost twice that of single-parent households. Hence, it is clear that two parent families are more capable financially to purchase Internet access when compared to single parent families.

People with disabilities experience greater levels of digital exclusion than those without disabilities. The percentage of individuals without disabilities who have never utilized a personal computer is noteworthy, but it is even higher for people with disabilities - almost 60 percent. Additionally, individuals with impaired vision and manual dexterity challenges use computers less often than those with hearing impairments. Despite the significant benefits that technology provides to

this group, their usage rates are the lowest.

The role of geography is also important in this narrative, as noted by Stephen G. Kastsinas and Patricia Moeck in their study titled "The Digital Divide and Rural Community Colleges: Problems and Prospects".

Connectivity in rural areas with the lowest income levels is inadequate, as indicated by telephone penetration rates. For rural households earning less than $5,000 per year, the rate is 74.4%, slightly lower than central cities and urban areas at 75.2% and 76.8% respectively. In 1994, connectivity was poorest among the central city poor compared to other groups. Among rural households earning between $5,000 and $10,000, PC-ownership rates are as low as 7.9%, with online access even lower at only 2.3%. Urban areas have slightly better rates of PC-ownership (10.5%) and online access (4.4%), followed by central cities at 11% and 4.6% respectively (Kastsinas and Moeck 2002,214).

The inequality in Internet access between urban and rural areas is apparent. Rural residents, despite having similar income levels, are at a greater disadvantage compared to their urban counterparts. The largest disparity in Internet connectivity is experienced by low-income households in rural regions.

The Internet has increased the divide among various groups of people including racial and ethnic groups, marital status, age groups, education levels, and income levels despite its easy accessibility and immediate nature.

Works Cited

1. Clark, Christine and Gorski, Paul. 2002. "Multicultural Education and the Digital Divide: Focus on Gender." Multicultural Perspectives 4(1): 30-41.
2. Dole, Wanda V., Jitka M. Hurych, and Wallace Koehler. 2000. "Values for Libraians in the Information Age:

an Expanded Examination." Library Management 21(6-7): 285-297