CS 324 CCE across
the Digital Divide
David Laverell
Keith Vander Linden
2
Overview
●
The Course
http://cs.calvin.edu/curriculum/cs/324/
●
The Digital Divide
●
Logistics
© Keith Vander Linden, 2005
3
The Digital Divide
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●
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This term was first popularized by Larry
Irving in the mid-1990s.
It refers to differences between social and
racial groups with respect Information and
Communication Technology (ICT).
This issue has broad social, economic,
political and religious ramifications.
© Keith Vander Linden, 2005
4
Dimensions of the Digital Divide
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●
The digital divide has several dimensions.
It can distinguish groups based on:
–
access to computers and/or the internet
– level of ICT literacy
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The groups it distinguishes include:
–
–
–
–
–
Economic groups
Geographic groups
Racial groups
Gender groups
Age groups
© Keith Vander Linden, 2005
5
Who really cares?
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How bad is the digital divide really?
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Do we really need to bridge it?
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What good can we do anyway?
© Keith Vander Linden, 2005
6
ICT Hardware for the Masses
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Moore’s “law” has tended to bring more
power, but not necessarily lower prices.
There are some efforts to address this:
–
OLPC’s XO-1 laptop project
–
Intel’s World Ahead project
Most organizations are looking into this.
© Keith Vander Linden, 2005
7
ICT Literacy for the Masses
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ICT fluency is fundamental.
Connect students will learn the concepts,
skills and issues required to:
–
Set up and administer a personal computer
– Connect to the Internet
– Use the web and electronic mail
– Protect the integrity of their machine
●
Helpdesk service is also important.
© Keith Vander Linden, 2005
8
Cross-Cultural “Literacy”
●
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Cross-cultural fluency is also fundamental.
CS 324 should enable Calvin students to:
–
Understand the nature of the digital divide and
what effect it has on underprivileged groups
– Articulate how to help bridge the digital divide
– Develop a limited but personal relationship
with members of an underprivileged group
– Gain a better understanding of themselves
and their own culture
© Keith Vander Linden, 2005
9
Hidden Rules Among Classes
POVERTY
MIDDLE CLASS
POSSESSIONS
People.
Things.
MONEY
PERSONALITY
To be used, spent.
Is for entertainment. Sense of humor
is highly valued.
Social inclusion of people he/she
likes.
Key question: Did you have enough?
Quantity important.
Clothing valued for individual style
and expression of personality.
To be managed.
Is for acquisition and stability.
Achievement is highly valued.
Emphasis is on self-governance and
self-sufficiency.
Key question: Did you like it?
Quality Important.
Clothing valued for its quality and
acceptance into norm of middle class.
Label important.
Future most important. Decisions
made against future ramifications;
SOCIAL EMPHASIS
FOOD
CLOTHING
TIME
Present most important. Decisions
made for moment based on feelings
or survival.
EDUCATION
Valued and revered as abstract but
not as reality.
DESTINY
Believes in fate. Cannot do much to
mitigate chance.
LANGUAGE
Casual register. Language is about
survival.
FAMILY STRUCTURE Tends to be matriarchal.
WORLD VIEW
Sees world in terms of local setting
LOVE
Crucial for climbing success ladder
and making money.
Believes in choice. Can change
future with good choices now.
Formal register. Language is about
negotiation.
Tends to be patriarchal.
Sees world in terms of notional
setting.
Love and acceptance conditional and
based largely upon achievement.
DRIVING FORCES
Love and acceptance conditional
based upon whether individual is
liked.
Survival, relationships, entertainment. Work, achievement.
HUMOR
About people and sex.
About situations.
WEALTH
One-of -a-kind objects, legacies,
pedigrees.
To be conserved, invested.
Is for connections. Financial, political,
social connections are highly valued.
Emphasis is on social exclusion.
Key question: Was it presented well?
Presentation important.
Clothing valued for its artistic sense
and expression. Designer important.
Traditions and history, most
important. Decisions mode partially
on basis of tradition and decorum.
Necessary tradition for making and
maintaining connections.
Noblesse oblige.
Formal register. Language is about
networking.
Depends on who has money.
Sees world in terms of international
view.
Love and acceptance conditional and
related to social standing and
connections.
Financial, political, social
connections.
About social faux pas.
© KeithInc.,
Vander
Source: Ruby Payne, A Framework for Understanding Poverty. Highlands, TX: aha! Process,
1996,Linden,
pp. 42 - 2005
43
10
Project Connect Demographics
Year Total
White
AfricanAmerican
Hispanic
Asian
total
%
total
%
total
%
total
%
2007
28
3
10.7%
15
53.6%
6
21.4%
4
14.3%
2006
31
3
9.7%
14
45.2%
11
35.5%
3
9.7%
2005
22
5
22.7%
11
50.0%
6
27.3%
0
0.0%
2004* 25
6
24.0%
13
52.0%
6
24.0%
0
0.0%
2003* 24
5
20.8%
9
37.5%
9
37.5%
0
0.0%
2002* 12
4
33.3%
4
33.3%
4
33.3%
0
0
*These are rough estimates.
© Keith Vander Linden, 2005