The document discusses the digital divide within developed countries like Australia. While most think of the digital divide as between developed and developing nations, there are also differences within developed countries in access to and use of information and communication technologies (ICT). In Australia, factors like education, income, location, and age influence levels of ICT access and skills. The document also examines the impact of ICT on areas like education, participation in services and the economy, and how teachers can help address the digital divide by embracing ICT in their classrooms.

1. Not
for
distribution
By
R
Wilkes
Rational
for
digital
divide
within
the
developed
world
When
thinking
about
the
digital
divide
many
people
think
about
developing
and
developed
countries.
Digital
divide
is
described
as
“the
gap
between
those
people
who
have
internet
access
and
those
who
do
not”
(dictionary
2011).
Within
a
developed
country
there
is
a
digital
divide
as
the
distribution
of
information
and
communications
technologies
(ICT)
and
the
usage
and
access
of
ICT
is
not
even,
"Australia
has
another
great
dividing
range.
In
the
age
of
the
information
economy,
modems
-­‐
not
mountains
-­‐
separate
the
population"
(Manktelow,
2001).
Australia
has
a
digital
divide
with
ICT
due
to
the
spread
of
ICT
and
availability
to
everyone.
Australians
are
a
high
consumer
of
information
ICT.
As
Mclaren
and
Zappala
(2002)
states
“it
is
well
documented
that
the
pattern
of
this
consumption
is
not
spread
evenly
across
the
population;
a
'digital
divide'
exists.”
This
is
because
there
is
a
unequal
access
and
usage
of
ICT
across
the
population.
ICT
is
growing
and
continues
to
change
which
will
affect
the
way
in
which
governments,
business,
communities
and
individuals
operate
and
interact
with
each
other.
In
Mclaren
et
al
(2002)
talks
about
how
education
&
lifelong
learning,
access
to
services,
economic
participation
and
political
participation
&
social
inclusion
are
some
of
the
main
spheres
in
influencing
ICT
or
their
lack
in
society.
The
uneven
spread
of
ICT
does
not
just
involve
those
who
happen
to
be
on
the
wrong
side
of
the
divide
but
society
as
a
whole,
as
the
gap
can
create
social
and
economic
consequences
that
can
create
lower
productivity
and
less
unison
of
information.
Although
having
access
to
ICT
can
create
issues
such
as
ensuring
people
have
the
knowledge,
skill,
resources
and
understanding
on
how
to
use
technologies
and
programs
correctly.
“'ABCs
of
the
digital
divide'
-­‐
Access,
Basic
Training
and
Content”
(Mclaren
et
al,
2002).
The
ABCs
is
important
due
to
the
speed
of
change
with
ICT,
it
doesn’t
necessarily
mean
listening
to
people
who
know
how
to
use
the
ICT,
there
are
many
video
and
web
based
learning
people
can
access.
According
to
the
Australian
bureau
of
statistics
(2010),
Australian
households
72%
had
access
to
the
internet
and
78%
had
access
to
a
computer.
Household
access
to
the
internet
had
almost
quadrupled
from
16%
to
72%
in
10
years,
whilst
access
to
computers
has
increased
from
44%
to
78%.
Broadband
internet
access
is
available
to
two
thirds
of
the
population
62%.
Furthermore
86%
of
households
have
access
to
the
internet.
Children
aged
5
to
14
years,
79%
used
the
internet
for
leisure.
With
the
2.0
million
children
accessing
the
internet
85%
use
it
for
educational
activities
and
69%
for
online
games.
As
we
can
see
children
are
growing
up
with
the
ICT
in
their
homes.
It
is
important
for
teachers
to
use
and
embrace
ICT
when
they
can.
This
is
as
ICT
is
a
huge
part
of
children’s
lives.
Many
teachers
know
the
simple
ways
of
using
ICT,
therefore
it
is
essential
to
ensure
that
‘ABCs’
are
done
either
regularly
online
or
at
a
yearly
meeting
or
conference
on
how
to
use
the
latest
technology
to
help
teachers
feel
more
comfortable
to
use
it
within
their
classroom.
“They
contend
that
new
information
and
communications
technologies
(ICT)
can
bring
exciting
curricula
based
on
real-­‐world
problems
into
the
classroom,
and
provide
scaffolds
and
tools
to
enhance
learning.”
(Koma,
2003).
ICT
can
change
the
way
in
which
a
classroom
is
perceived
and
make
learning
more
active
for
the
learner.
ICT
also
helps
to
create
a
class
environment
where
meaningful
learning
takes
place
as
children
perceive
it
as
an
essential
part
of
life
as
they
are
growing
up
with
ICT
and
they
are
motivated
and
enthusiastic
to
learn
through
the
use
of
ICT.
The
video
that
Welding
(2008)
helps
to
suggest
that
technology
is
a
key
to
install
curiosity,
extended
possibilities,
make
connections,
engage
students,
and
excite
learners
to
the
problems
of
new

2. Not
for
distribution
By
R
Wilkes
generations.
Technology
can
help
to
overcome
obstacles,
to
create
learning
opportunities
for
students
and
teachers
themselves.
Technology
is
a
major
tool
to
embrace
change
and
redefine
education.
Teachers
themselves
need
to
be
fluent
in
technology
and
aware
of
global
concern
to
help
to
find
their
voice
in
the
changing
world
which
then
can
help
students
to
find
their
own
voices
and
be
a
part
of
the
future.
In
Wesch’s
(2007)
video
it
helps
to
convey
the
message
of
when
teaching
you
have
to
take
on
board
the
changing
world
and
adapt
lessons
to
help
the
future
generations
in
creating,
inspiring,
motivating
and
challenging
them
to
what
lies
ahead.
Technology
when
used
in
the
right
way
can
be
a
useful
teaching
aid,
it
does
take
time
to
learn
an
effective
way
of
using
it
but
when
done
in
the
right
way
it
can
enhance
learning
and
make
it
meaningful
as
it
is
a
part
of
today’s
world
and
students
can
relate
to
it
and
therefore
will
encourage
the
use
of
it.
ICT
has
grown
largely
in
Australia
and
has
impacted
society
but
this
impact
has
not
affected
the
way
in
which
teachers
teach
students.
The
main
reason
for
lack
of
integration
of
e-­‐learning
in
schools
is
a
“mixture
of
the
level
of
access
to
ICT,
teacher
motivation
and
the
relationship
between
the
available
technologies
and
pedagogy.”
(Way
and
Web,
2007).
Teachers
need
to
become
innovative
in
the
way
they
teach
and
technology
is
the
key.
73%
of
schools
used
e-­‐learning
approaches
and
projects
to
help
improve
learning
in
literacy
and
numeracy.
13%
characterised
ICT
being
innovative
and
14%
said
that
ICT
creates
new
learning
environments
and
new
ways
of
teaching.
As
we
can
see
many
teachers
in
Australia
see
ICT
as
a
curriculum
tool
which
can
help
improve
and
achieve
learning
outcomes
but
there
is
an
ICT
divide
within
within
and
across
schools
as
teachers
may
use
ICT
themselves
but
not
encourage
students
to
use
it.
Teachers
need
to
improve
the
use
of
ICT
within
the
classroom
and
use
it
to
create
new
learning
environments
and
enhance
innovation.
“Access
does
not
guarantee
participation,
nor
does
it
guarantee
learning.”
(Lundin
(1999)
as
cited
in
Carr,
2002,
p1).
It
is
important
to
integrate
ICT
within
classroom
but
as
ICT
is
used
it
is
necessary
to
monitor
and
manage
students
to
ensure
maximum
participation
and
learning
is
happening.
This
can
be
hard
with
the
increasing
pressure
on
teachers
to
include
ICT
within
their
daily
teaching
practices.
The
teaching
practice
that
a
teacher
employs
does
reflect
on
their
values
and
education
philosophy.
“Using
technology
effectively
in
classrooms
involves
teachers
in
a
process
where
their
values
are
often
challenged.”
(Way
et
al,
2007).
Therefore
with
technology
rapidly
changing
teachers
will
often
be
challenged.
Teachers
may
fear
when
they
concur
a
program
it
will
most
likely
be
updated
and
changed
by
the
time
they
fully
understand
how
to
use
it
to
benefit
the
learning
of
the
children.
Many
teachers
need
to
update
their
pedagogy
to
include
ICT
as
many
teachers
are
still
trying
to
adapt
ICT
as
a
regular
teaching
tool
and
classroom
environment
as
they
are
motivated
by
the
needs
of
their
students
as
they
are
21st
century
learners.
“Educators
acknowledge
that
information
and
communication
technologies
have
the
potential
to
transform
all
aspects
of
school
education
and
to
contribute
to
the
achievement
of
all
learning
goals”
(Learning
in
an
Online
World,
2000).
Teachers
are
well
aware
of
what
ICT
can
bring
into
a
classroom
but
it
is
the
fear
of
not
knowing
how
to
solve
and
reduce
issues
that
can
occur
as
well
as
knowing
the
best
way
to
introduce
and
implement
changing
technology.
ICT
is
the
future
and
needs
to
be
dealt
with
now
to
solve
this
digital
divide.
The
more
teachers
put
in
now
to
understand
ICT
the
easier
it
will
be
to
use
within
the
class
and
adapt
to
the
changes
with
applications
and
software.
Don’t
be
sacred
as
it
is
always
on
and
you
are
never
alone,
so
take
a
chance.
My
video
on
the
digital
divide
within
the
develop
world,
is
found
at:
http://www.youtube.com/watch?v=0o0q8rok3QU

3. Not
for
distribution
By
R
Wilkes
Reference:
Australian
Bureau
of
Statics
(2010)
Internet:
8146.0
-­‐
Household
Use
of
Information
Technology,
Australia,
2008-­‐09.
Retrieved
February
22,
2011,
from
http://www.abs.gov.au/ausstats/abs@.nsf/mf/8146.0
Carr,
J.
(2002).
Project
pillars:
Foundations
for
success
in
online
curriculum
projects.
Department
of
Education,
Training
and
Youth
Affairs:
EdNA
schools
project.
Retrieved
February
23,
2011,
from
http://pillars.edna.edu.au/images/projectpillars.pdf
Dictionary
(2011)
Digital
Divide
.Retrieved
February
21,
2011,
from
http://dictionary.reference.com/browse/digital+divide
Kozma.R.
(2003)
Technology
and
Classroom
Practices:
An
International
Study.
Journal
of
Research
on
Technology
in
Education.
36(1).
Retrieved
February
21,
2011,
from
http://robertkozma.com/images/kozma_jrte.pdf
Learning
in
an
Online
World
(2000)
Learning
in
an
Online
World,
School
Education
Action
Plan
for
the
Information
Economy.
Retrieved
February
22,
2011,
from
http://www.edna.edu.au/edna/webdav/site/myjahiasite/shared/00_learning_online
world.pdf
Manktelow,
N.
2001.
"The
digital
divide,"
Icon
Magazine,
Sydney
Morning
Herald
(1-­‐2
December),
pp.
4-­‐5.
McLaren,
J.
and
Zappala,
G.
(2002)
‘The
‘Digital
Divide’
Among
Financially
Disadvantged
Families
in
Australia,’
First
Monday:
peer
reviewed
journal
on
the
Internet.
Retrieved
February
22,
2011,
from
http://firstmonday.org/issues/issue7_11/mclaren/index.html
Way,
J.,
Webb,
C.
(2007)
Pedagogy,
Innovation
and
e-­‐Learning
in
Primary
Schools.
Retrieved
February
22,
2011,
from
http://www.aare.edu.au/06pap/way06728.pdf
Welding,
N.
(2008)
Digital
World:
Teachers
Today.
Retrieved
18th
February
24,
201,
from
http://www.youtube.com/watch?v=W2j9qw-­‐A0NM&feature=related
Wesch,
M.
(2007)
A
Vision
of
Students
Today.
Retrieved
18th
February
24,
201,
from
http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=related