Keep the Divide in Maths, Not Digitally – Topic 1 Reflection

Time for Reflection (Created by Chloe Cheung using Canva)

Introduction

I was impressed by the different infographics that my peers created. Videos and posters were informative, showing off their flair and creativity! Furthermore, I found out how different factors shaped digital usage.

Digital Differences Evaluation

I enjoyed reading the digital differences that we all have. Before, I believed that specific factors would have more impact on how one uses technology and the Internet. However, I was proven wrong. Individuals can overcome the more ‘challenging’ factors, such as disability.

Chloe’s post provided another perspective towards digital differences. After discussing about MOOCs, I realised it may not be so ‘educational’. I always thought they were resourceful for everyone, as it is accessed globally and free to use. However, many MOOCs have evolved, where users can pay for ‘premium’ content (Shah, 2017). This deprives those who cannot afford it.

Online education can benefit users, especially when uncontrollable factors affect their digital usage. Take a look at this video to understand why.

After reading Hong’s post, I realised that our digital differences were quite similar. Coming from a Computer Science background, both of our digital literacy skills were above adequate. I learnt that digital access has impact on additional factors, such as healthcare and jobs.

Statistics show that digital access for users with disabilities is lower (Ofcom, 2017). Therefore, the NHS aims to invest £1.1 million to support digital inclusion (Gov.uk, 2017). I think this is a necessary approach, to encourage all users to use the Web confidently.

Digital Access for Disabled and Non-Disabled Users (Ofcom, 2017)

Reflection (Created by Chloe Cheung using Piktochart)

Conclusion

In conclusion, I believe the digital divide will always remain. Being a ‘digital resident’ (White & Cornu, 2017) is not easy, as many factors restrict digital literacy. Some factors we can overcome easily. But for uncontrollable factors, we can only wait and see what happens. The future paves way for digital inclusion, but also digital divide.

Word Count: 306

Comments

Comment on Hong’s Post

Comment on Chloe’s Post

References

Dhawal, S. (2017). MOOCs Started Out Completely Free. Where Are They Now?. EdSurge. [online] Available at: https://www.edsurge.com/news/2017-04-20-moocs-started-out-completely-free-where-are-they-now [Accessed 2 Mar. 2018].

YouTube. (2012). Daphne Koller: What we’re learning from online education. [online] Available at: https://youtu.be/U6FvJ6jMGHU [Accessed 2 Mar. 2018].

Ofcom. (2017). p.5. Available at: https://www.ofcom.org.uk/__data/assets/pdf_file/0030/98508/access-inclusion-report-2016.pdf [Accessed 2 Mar. 2018].

Gov.uk. (2017). 2. Digital skills and inclusion – giving everyone access to the digital skills they need – GOV.UK. [online] Available at: https://www.gov.uk/government/publications/uk-digital-strategy/2-digital-skills-and-inclusion-giving-everyone-access-to-the-digital-skills-they-need [Accessed 2 Mar. 2018].

White, David S.; Le Cornu, Alison. Using ‘Visitors and Residents’ to visualise digital practices. First Monday, [S.l.], July 2017. ISSN 13960466. Available at: http://firstmonday.org/ojs/index.php/fm/article/view/7802/6515  [Accessed 2nd Mar 2018]

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Learning Never Exhausts The Mind (Leonardo da Vinci) – Can Online Learning Challenge This? -Topic 1

Introduction

The term ‘digital differences’ considers the inequalities and factors that affect one’s access to technology (FutureLearn, 2018). This consists of age, gender and more. The list does not stop here, showing the diversity of digital differences.

Made by Chloe Cheung using PowToon (Click on Image to View Video)

Individuals may choose to not use the Web, as they feel it is not relevant to their lifestyle. Often, those who have not been exposed to technology in early years will continue this trend (Zickuhr & Smith, 2012). Social exclusion is another matter, as lack of digital access leaves users at a disadvantage (Halford & Savage, 2010).

In my opinion, excluding digital use would be damaging, considering my main form of communication depends on digital applications.

Digital Differences & Factors

From research to entertainment, the Internet is a platform that provides users the ability to carry out tasks effectively. The rise of Internet use implies the popularity of digital practices (Ofcom, 2016), at work or at home.

Graph Taken from Ofcom Report (2016)

Additionally, digital differences can have a positive effect on learning, exploiting the full potential of digital media (Lutz & Hoffmann, 2017). However, this is not representative for all users because, there are indirect factors which can affect the statistics. These can be identified as macro and personal factors.

Macro and Personal Factors (Made by Chloe Cheung using Canva)

Impact of Digital Differences

Investigating further into the topic of digital differences, I explored the impact that factors have on my digital differences.

Impact of Factors on My Digital Differences (Made by Chloe Cheung using Piktochart)

Conclusion

I found that my digital usage was influenced mainly by my cultural background.  Although I have a British nationality, my digital usage correlates with users from Hong Kong (KPMG, 2017). Perhaps this is influenced by my parents, who use mainstream Chinese applications.

Social Media Engagement in Hong Kong and China (KPMG, 2017)

I am glad that my digital differences are not heavily manipulated by these factors. I am provided with many digital opportunities, enriching my learning capabilities. This is reflected in the MOOC I am participating in.

Evaluation of my digital differences on the online MOOC (FutureLearn, 2018)

 

Word Count: 303

References

FutureLearn. (2018). Page from Learning in the Network Age – University of Southampton. [online] Available at: https://www.futurelearn.com/courses/learning-network-age/4/steps/303344 [Accessed 20 Feb. 2018].

Digital Differences. (2018). Directed by C. Cheung. United Kingdom: PowToon. Available at: https://www.powtoon.com/embed/cLZvcPSUMZR/ [Accessed 21 Feb 2018]

Zickuhr, K. and Smith, A. (2012). PEW Internet. [online] PEW Internet and American Life Project. Available at: http://www.english.illinois.edu/-people-/faculty/debaron/482/482readings/PEW_Class.pdf  [Accessed 20 Feb. 2018].

Halford, S. and Savage, M. (2010). RECONCEPTUALIZING DIGITAL SOCIAL INEQUALITY. Information, Communication & Society, [online] 13(7), pp.937-955. Available at: http://www.tandfonline.com/doi/abs/10.1080/1369118X.2010.499956 [Accessed 20 Feb. 2018].

Ofcom. (2016). Section 5: Digital Media Take-Up and Use. [online] Available at: https://www.ofcom.org.uk/__data/assets/pdf_file/0019/102772/section-5-digital-media.pdf [Accessed 20 Feb. 2018].

Lutz, C. and Hoffmann, C. (2017). The dark side of online participation: exploring non-, passive and negative participation. Information, Communication & Society, [online] 20(6), pp.876-897. Available at: http://www.tandfonline.com/doi/pdf/10.1080/1369118X.2017.1293129?needAccess=true [Accessed 20 Feb. 2018].

Solon, O. (2017). Your browsing history may be up for sale soon. Here’s what you need to know. The Guardian. [online] Available at: https://www.theguardian.com/technology/2017/mar/28/internet-service-providers-sell-browsing-history-house-vote [Accessed 21 Feb. 2018].

Jones, C., Ramanau, R., Cross, S. and Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university?. Computers & Education, [online] 54(3), pp.722-732. Available at: https://www.sciencedirect.com/science/article/pii/S0360131509002620 [Accessed 21 Feb. 2018].

Martínez-Cantos, J. (2017). Digital skills gaps: A pending subject for gender digital inclusion in the European Union. European Journal of Communication, [online] 32(5), pp.419-438. Available at: http://journals.sagepub.com/doi/abs/10.1177/0267323117718464 [Accessed 21 Feb. 2018].

Enoch, Y. and Soker, Z. (2006). Age, gender, ethnicity and the digital divide: university students’ use of web‐based instruction. Open Learning, [online] 21(2), pp.99-110. Available at: http://www.tandfonline.com/doi/abs/10.1080/02680510600713045 [Accessed 21 Feb. 2018].

Campbell, J. (2017). China VS Hong Kong: One Country Two eCommerce Ecosystems | TongDigital. [online] Tong Digital. Available at: http://www.tongdigital.com/2017/12/06/china-vs-hong-kong-one-country-two-ecommerce-ecosystems/ [Accessed 21 Feb. 2018].

Nau, S.Z., 2017. From Understanding Net Generation Expectation to Sustainable Student Engagement. In Sustainability, Green IT and Education Strategies in the Twenty-first Century (pp. 63-76). Springer, Cham. Available at: https://link.springer.com/chapter/10.1007/978-3-319-57070-9_4   [Accessed 21 Feb. 2018]

Lunceford, B. and Rockwell, S. (2017). Reconsidering the Net Generation: Putting the focus back on the technological landscape. Explorations in Media Ecology, [online] 16(1), pp.91-100. Available at: http://www.ingentaconnect.com/content/intellect/eme/2017/00000016/00000001/art00008 [Accessed 21 Feb. 2018].

KPMG (2017). Outlook of E-Commerce in Hong Kong. [online] Hong Kong: KPMG, GS1, p.30. Available at: https://assets.kpmg.com/content/dam/kpmg/cn/pdf/en/2017/11/outlook-for-e-commerce-in-hong-kong.pdf [Accessed 21 Feb. 2018].