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2 | NUMBER | AUTHOR (S) | DOCUMENT TITLE | YEAR | DOCUMENT TYPE | JOURNAL OR PUBLISHER | DOI | BIBLIOGRAPHIC DATA IN APA FORMAT | ABSTRACTS | KEYWORDS | LANGUAGE | ACESS TYPE | ||||||||||||||
3 | 1 | (1) Acosta-Velázquez; Silvia Concepción; (2) Pedraza-Amador; Elba Mariana | La brecha digital de género como factor limitante del desarrollo femenino | 2020 | Articles | Boletín Científico INVESTIGIUM de la Escuela Superior de Tizayuca | https://doi.org/10.29057/est.v5i10.5281 | Acosta-Velázquez, S. C., & Pedraza-Amador, E. M. (2020). La Brecha Digital de Género como factor limitante del desarrollo femenino. Boletín Científico INVESTIGIUM De La Escuela Superior De Tizayuca, 5(10), 22-27. https://doi.org/10.29057/est.v5i10.5281 | The development of new Information and Communication Technologies (ICT), whose history starts from the 70's, has a strong impact on today's society due to the increasing flow of information and its management in different areas, as well as its applications in the organizational environment, where it is related to the automation of processes, management control and the exchange of scientific information.ICT help communication, transmission of information and work, and contribute to improving the quality of life of people, however, with the arrival of the Era of the Internet, Information and Knowledge, new skills and competencies are required to interact and communicate, to use digital devices, to access information and manage it, which generates new inequalities and forms of exclusion, due to access to the development of digital skills is based on academic training, socioeconomic status , age and gender, whereby women have the least opportunities. The digital gender gap is evident and both, in the formal labour field and in the implementation of entrepreneurial projects, women often face a series of obstacles to enter the business world, based on their digital skills. For this reason, this document focuses on the review of the particularities of the digital divide and its variables, as well as their possible solutions, with the purpose of obtaining information that in the medium term allows to design a training proposal for women entrepreneurs in the state of Hidalgo, which contributes to counteract this situation of inequality and exclusion in the workplace. | Female entrepreneurship, Digital gap, technology | Spanish | Open access | ||||||||||||||
4 | 2 | Adeola; Ogechi | The Digital Gender Divide and Women’s Empowerment in Sub-Saharan Africa: Achieving the UN’s 2030 Sustainable Development Goals | 2021 | Book chapters | Palgrave Macmillan, Cham | https://doi.org/10.1007/978-3-030-59102-1_15 | Adeola, O. (2021). The Digital Gender Divide and Women’s Empowerment in Sub-Saharan Africa: Achieving the UN’s 2030 Sustainable Development Goals. In Empowering African Women for Sustainable Development (pp. 145-156). Palgrave Macmillan, Cham. | Despite the effectiveness of digital technologies to provide ‘leapfrog’ opportunities for women and thus enhance their economic and political empowerment, the digital gender divide persists in sub-Saharan Africa (SSA). Less-than-full participation of women in the digital revolution can slow down economic growth and undermine the implementation of the United Nations 2030 Sustainable Development Goals (SDGs). This chapter focuses on the root causes of the digital gender divide and its implications for gender equality and women’s empowerment agenda of the SDGs. Policymakers and other SSA stakeholders will find recommendations on ways to bridge the gender gap by adopting targeted, sustainable, gender-sensitive policies and frameworks amidst a fast-changing global landscape. | Digital gender divide; Gender equality; Women’s empowerment; Sustainable Development Goals (SDGs); Sub-Saharan Africa | English | Limited access | ||||||||||||||
5 | 3 | Afiani, Isyfi | Advancing Women’s Digital Skills and Economic Empowerment through Girls in Tech Indonesia: A Case Study | 2018 | Articles | SALASIKA: Indonesian Journal of Gender, Women, Child, and Social Inclusion's Studies | https://doi.org/10.36625/sj.v1i1.39 | Afiani, I. (2018). Advancing Women’s Digital Skills and Economic Empowerment through Girls in Tech Indonesia: A Case Study. Salasika, 1 (1), 21-32. https://doi.org/10.36625/sj.v1i1.39 | The advancing Information and Communication Technology (ICT) has massively supported the economy in the digital era as it disseminates, stores, brings added value and manages information to provide unlimited opportunities for economic development. However, ICT may contribute to discrimination and existing inequalities reinforcement so-called the digital divide. Since all aspects of human interaction with ICT are gendered, this study tackles the digital gender divide issue, that is, the gap between men and women regarding access to, content and use of ICT. Accordingly, in 2016, the gender gap of global internet users was 12% and it grows every year. In response to this condition, a global movement promoting women engagement in ICT has emerged. This study, therefore, depicts the role of Girls in Tech Indonesia community as a chapter of Global Girls in Tech movement in advancing women economic empowerment through ICT by implementing transformational leadership concepts and Longwe’s empowerment framework. In the core of qualitative studies, this study shows that Girls in Tech Indonesia’s leadership performance contributes positively to women empowerment. | Girls in Tech; ICT; Leadership; Empowerment | English | Open access | ||||||||||||||
6 | 4 | (1) Alozie; Nicholas O.; (2) Akpan‐Obong; Patience | The digital gender divide: Confronting obstacles to women's development in Africa | 2017 | Articles | Development Policy Review | https://doi.org/10.1111/dpr.12204 | Alozie, N. O., & Akpan‐Obong, P. (2017). The digital gender divide: Confronting obstacles to women's development in Africa. Development Policy Review, 35(2), 137-160. | The African Union has declared 2010–2020 as the African Women's Decade to accelerate African women's development. However, to achieve the decade's goals, African countries must acknowledge the role of information and communication technologies (ICTs) in consolidating human capital. This research investigates gender disparities in access and use of ICTs in sub-Saharan Africa and finds that men are more likely to own and use the technologies. Education, socioeconomic status, domesticity and traditionalism are all linked to ICT use. However, the gender gap does not arise as a result of differential returns to these factors for men and women. Rather, it materializes when fewer women have the resources, or are more disadvantaged in accessing and using ICTs. Implications are discussed. | gender; sub-Saharan Africa; digital divide; gender policy; digital gender divide | English | Limited access | ||||||||||||||
7 | 5 | Anguita Martínez; Rocío | A vueltas con la brecha digital de género | 2018 | Articles | Revista C8M | N/A | Anguita-Martínez, R. (2018). A vueltas con la brecha digital de género. Revista C8M, 2, 11-13. | N/A | N/A | Spanish | Open access | ||||||||||||||
8 | 6 | (1) Arias Fernández; Enrique; (2) Lirio Castro; Juan; (3) Alfonso González; David; (4)Herranz Aguayo; Inmaculada | Acceso y uso de las TIC de las mujeres mayores de la Europa comunitaria | 2018 | Articles | Prisma Social: revista de investigación social | N/A | Arias-Fernández, E., Lirio-Castro, J., Alfonso-González, D., & Herranz-Aguayo, I. (2018). Acceso y uso de las TIC de las mujeres mayores de la Europa comunitaria. Prisma Social: revista de investigación social, (21), 282-315. | This paper explores the differences in both access and use of information and communication technologies (ICT) by elderly women in the Europe of 28. An analysis of secondary sources based on Eurostat data is presented, which allows us to describe and compare the access and use of technologies among elderly women, with special attention to the differences between countries and their geographical location within Europe. The aim is to find out whether there are differences in access and use of ICTs according to age and gender, which could constitute a double vulnerability in the use of these technologies, and thus further increase the digital divide and contribute to greater social exclusion of elderly women. | Access and use of ICTs; elderly women; digital divide; European analysis; European countries comparison; gender and ageing. | Spanish | Open access | ||||||||||||||
9 | 7 | Arora; Rashmi U | Gender Bias and Digital Financial Services in South Asia: Obstacles and Opportunities on the Road to Equal Access | 2020 | Book | Emerald Publishing Limited | N/A | Arora, R. U. (2020). Gender Bias and Digital Financial Services in South Asia: Obstacles and Opportunities on the Road to Equal Access. Emerald Group Publishing. | N/A | N/A | English | Limited access | ||||||||||||||
10 | 8 | Arroyo; Lidia | Implications of digital inclusion: Digitalization in terms of time use from a gender perspective | 2020 | Articles | Social Inclusion | https://doi.org/10.17645/si.v8i2.2546 | Arroyo, L. (2020). Implications of digital inclusion: Digitalization in terms of time use from a gender perspective. Social Inclusion, 8(2), 180-189. https://doi.org/10.17645/si.v8i2.2546 | The implications of digital technologies for the transformation of gender relations and identities have been discussed since the early days of the internet. Although gender studies have identified clear gender gaps in terms of digital inclusion as well as potentialities for the transformation of women’s subjectivity, there is a lack of empirical evidence of the impact of digitalization in terms of time use from a gender perspective. Public policies have begun to address the digital gender gap, but the incorporation of a gender perspective in digital inclusion programmes which promotes women’s emancipation by challenging the gender division of time through use of the internet has been not incorporated in the digital policies agenda. This article aims to provide empirical evidence of the mutual interrelation between the time allocation and digital inclusion from a gender perspective. It considers how gender inequalities in time use shape women’s experience of digital inclusion and, at the same time, how digital inclusion promotes the reconfiguration of time in women’s everyday lives. Qualitative analysis based on episodic interviews explored the representations and practices of internet use by women in their everyday lives. The sample was made up of 32 women who were digitally included through a lifelong learning programme in Spain and had experienced the effects of the Spanish economic crisis. The article argues that digital inclusion does not automatically lead to a more egalitarian allocation of time use for women, but rather places greater value on women’s free time. | digital gender gap; digital inclusion; gender division of labour; gender inequalities; internet use; time use | English | Open access | ||||||||||||||
11 | 9 | (1) Bala; Shashi; (2) Singhal; Puja | Gender digital divide in India: a case of inter-regional analysis of Uttar Pradesh | 2018 | Articles | Journal of Information, Communication and Ethics in Society | https://doi.org/10.1108/JICES-07-2017-0046 | Bala, S. & Singhal, P. (2018), Gender digital divide in India: a case of inter-regional analysis of Uttar Pradesh. Journal of Information, Communication and Ethics in Society, 16(2), 173-192. https://doi.org/10.1108/JICES-07-2017-0046 | Purpose – This study aims to endeavor to explore the extent of gender digital divide(GDD) in Uttar Pradesh (U.P., IT-Hub of North India), a most populous state of India, with a particular focus on the first and second order of digital divide, including availability, access time and use of the internet. Design/methodology/approach – The authors have adopted stratified multistage sampling procedure for this research and conducted an empirical study on the data set of 600 respondents of six districts of U.P. to perform the inter-regional analysis. Furthermore, x2 method has been used to reveal the factors responsible for the GDD among selected districts of UP. Findings – Statistical results clearly indicate that out of 12 sub-districts, most of the districts suffered from first order as well as second order of GDD, and this gender disparity within an increasing digitization environment is due to the existence of exclusion from basic technological skills, social norms and financial constraints. Practical implications – The results have implications for the U.P. Government in general and policymakers behind digitization projects in particular as well as the promoters of gender equality including researchers and fellows. Originality/value – This study is the first to illustrate the orders of the digital gender gap in a developing economy such as India and to gain an insight into the factors behind it. This research will also consider a promising avenue for future work. | Availability; Access; Usage; First-order digital divide; Gender digital divide; Second-order digital divide | English | Limited access | ||||||||||||||
12 | 10 | (1) Bala, Shashi; Ed.; (2)Singhal, Puja; Ed. | Gender Issues in Technical and Vocational Education Programs. Premier Reference Source. Advances in Higher Education and Professional Development (AHEPD) Book Series | 2019 | Book | IGI Global | N/A | Bala, S., & Singhal, P. (Eds.). (2019). Gender Issues in Technical and Vocational Education Programs. IGI Global. | Technical and vocational education helps to empower marginalized sections of society by increasing their employability. However, access to skills training provided by formal technical and vocational institutions is often limited for these sections of society. Women from poor communities are especially disadvantaged in this regard due to community or family beliefs that undermine their potential for career development and economic independence. "Gender Issues in Technical and Vocational Education Programs" is an essential critical resource that probes the issue of gender equity in specialized educational programs, such as vocational or technical education programs. It also presents global initiatives that are being undertaken to enhance the access to technical and vocational education programs to all citizens. Featuring coverage on topics such as digital economy, skill development, and STEM education, this book is ideal for academicians, researchers, social scientists, educators, policymakers, government officials, and professionals. Chapters include: (1) Gender Gap in Skill Development: An Analytical Review (Anjuli Chandra), (2) Youth Participation in the National Development Plan Through Technical and Vocational Education and Training: The Case of Young Black Women in South Africa (Johannes Ntshilagane Mampane), (3) Gender Issues and Priorities in Republic of Belarus (Albina Sibirskaya), (4) Gender Issues in Vocational Education and Training in India: Imperatives and Challenges (Disha Singh), (5) Skill Challenge in Bengaluru's Garment Industry: A Gender Perspective (Karan Peer), (6) Gender Equity and Social Inclusion: Holistic Approach to Education, Training, and Labor Market Demand (Suraiya Tabassum), (7) Vocational Education and Training for Women: A Gender Divide Perspective (Shikha Jyoti Deka), (8) How Bangladesh Is Increasing the Employability of Females with Technical Training Programs (Paula E. Faulkner, Shahana Begum, and Chastity Warren English), (9) Skill Acquisition and Entrepreneurial Intention Among Corp Members in Southwestern Nigeria (Adedeji Oluwaseun Adewusi), (10) Skill Development, Skill Premium, and Technological Change: A Gender-Based Approach (Harshil Sharma), (11) Significant Influences of Digital Literacy to Promote Gender Equity and Equality in Education: Digital Literacy Perspective (Chammika Mallawaarachchi), and (12) Gender-Responsive TVET Framework: An Indian Perspective (Shashi Bala and Puja Singhal). | N/A | English | Limited access | ||||||||||||||
13 | 11 | Balagopal; Bindu | Gender Digital Divide and Technology-Enabled Inclusive Strategies | 2020 | Book chapters | Handbook of Research on New Dimensions of Gender Mainstreaming and Women Empowerment | http://doi:10.4018/978-1-7998-2819-8.ch008 | Balagopal, B. (2020). Gender Digital Divide and Technology-Enabled Inclusive Strategies. In M. Kuruvilla, y I. George (Eds.), Handbook of Research on New Dimensions of Gender Mainstreaming and Women Empowerment (pp. 126-141). IGI Global. http://doi:10.4018/978-1-7998-2819-8.ch008 | Digital technology opens up a direct window for women to the outside world. Information flows to them without distortion or any form of censoring, and they have access to the same information as their counterparts. This leads to broadening of perspectives, building up of greater understanding of their current situation, and causes of poverty and the initiation of interactive processes for information exchange. Furthermore, such forms of networking open up alternate forms of communication. The present study is an analysis of the digital gender divide and strategies that are inclusive when it comes to women. It also deals with impact of the significant reduction in the cost of internet services that will enable more women to use the internet more frequently for information. | Social inclusion; digital divide; gender gap; ITU | English | Limited access | ||||||||||||||
14 | 12 | (1) Basco, Ana Inés; (2) Garnero, Paula | La brecha digital de género en América Latina | 2020 | Book chapters | Konrad-Adenauer-Stiftung | N/A | Basco, A. I., & Garnero, P. La brecha digital de género en América Latina. En S. Bellono y O. Oszlak (Eds.). Desafío de la administración pública en el contexto de la revolución 4.0. Konrad Adenauer Stiftung. | N/A | N/A | Spanish | Open access | ||||||||||||||
15 | 13 | (1) Berrío Zapata, Cristian; (2) Marín Arraíza, Paloma; (3) Ferreira da Silva, Ester; (4) Das Chagas Soares, Elieth | Desafíos de la Inclusión Digital: antecedentes, problemáticas y medición de la Brecha Digital de Género | 2017 | Articles | Psicología, Conocimiento y Sociedad | http://dx.doi.org/10.26864/pcs.v7.n2.8 | Berrío-Zapata, C., Marín-Arraíza, P., Ferreira-da Silva, E., & das Chagas-Soares, E. (2017). Desafíos de la Inclusión Digital: antecedentes, problemáticas y medición de la Brecha Digital de Género. Psicología, Conocimiento y Sociedad, 7(2), 121-151. https://dx.doi.org/10.26864/pcs.v7.n2.8 | Technological advances applied to information are fast and massive. The consequent changes affect the subject's interaction with the world, demanding a constant technological deconstruction in the basic routines of people. Whoever does not master these cycles is disadvantaged in comparison to those who manage to articulate themselves. Being excluded from Information Technology, in most cases, is a state of constraint derived from economic resources, context infrastructure, information literacy and educational limitations, restrictions of access to labor markets, or socio�cultural paradigms. These inequalities create complex divides as their nature is multidimensional, and disarticulate the affected groups from ICT, i.e. women. Such phenomenon has been called Gender Digital Divide (GDD). This article makes a recapitulation on the antecedents of the exclusion of women from the history of computing, the existing problems regarding female entry in engineering and computer engineering careers, and the existence of sexist conditions in the labor market of the computer industry. Then we summarize relevant theoretical models concerning digital gender exclusion and discuss the measurement of GDG, proposing a complementary perspective based on the mapping of imaginaries. | Digital Divide; Gender Digital Divide; ICT; Feminism | Spanish | Open access | ||||||||||||||
16 | 14 | (1) Bikos, Konstantinos; (2) Stamovlasis, Dimitrios; (3) Tzifopoulos, Menelaos | Dimensions of Digital Divide and Relationships with Social Factors: A Study of Greek Pre-Service Teachers | 2018 | Articles | Themes in eLearning | N/A | Bikos, K., Stamovlasis, D., & Tzifopoulos, M. (2018). Dimensions of digital divide and relationships with social factors: A study of Greek pre-service teachers. Themes in eLearning, 11(1), 23-34. | In this paper the dimensions of digital divide (DD) are explored among Greek pre-service teachers. The participants (N=309) were asked to complete an instrument with questions about their access and use of Information and Communication Technologies (ICT). Data were analysed by Principal Component Analysis (PCA), Six dimensions were extracted: Entertainment Activities at the University (EAU), Entertainment Activities at Home (EAH), Knowledge & Skills (K&S), Academic Work at the University (AWU), Academic Work at Home (AWH) and Sources of Learning (SL). The above dimensions measured by the factor scores calculated by PCA were used as depended variables and the effects of independent variables, such as gender, age, residency, parents’ residency, type and location of school and parents’ education were explored via a general linear model (GLM). The analysis showed that age, school location, mother’s education and the university department were significantly correlated with DD. Moreover, a two-step cluster analysis based on the extracted dimensions of DD revealed four groups/clusters of students, which have distinct behavioural profiles associated with their access and use of digital technologies. The implications of the findings are discussed. | ICT; digital divide; pre-service teachers; university studies | English | Open access | ||||||||||||||
17 | 15 | Borham Puyal, Miriam | Salvando la brecha digital y de género: la escritura digital y la inclusión de las autoras en el canon | 2019 | Articles | Lectoescritura digital | N/A | Borham-Puyal, M. (2019). Salvando la brecha digital y de género: la escritura digital y la inclusión de las autoras en el canon. Lectoescritura digital, 133-140. | N/A | N/A | Spanish | Open access | ||||||||||||||
18 | 16 | (1) Bradić-Martinović, Aleksandra; (2) Banović, Jelena | Assessment of Digital Skills in Serbia with Focus on Gender Gap | 2018 | Articles | Journal of Women's Entrepreneurship and Education (JWEE) | https://doi.org/10.28934/jwee18.12.pp54-67 | Bradić-Martinović, A., & Banović, J. (2018). Assessment of Digital Skills in Serbia with Focus on Gender Gap. Journal of Women's Entrepreneurship and Education (JWEE), (1-2), 54-67. https://doi.org/10.28934/jwee18.12.pp54-67 | The world is constantly changing creating a new environment. One of the main factors in this process is the Digital Transformation which requires adjustment of skills, institutions, processes and business models. The European Commission started to cope with this topic in last twenty years and today their activities are according to the “Europe 2020 Strategy.” Enhancement of digital skills is one of the priority. Serbia also makes an effort in this area and policymakers already adopted several documents and policies. The main issue is a lack of scientific research that cover the subject – ex ante and ex-post analysis of adopted policies. We consider this subject very important having in mind that the digital skills become one of the basic element for the national growth and competitiveness. This paper presents findings on the existing level of digital skills of the workforce in Serbia, with focus on the gender gap. Findings are based on a standardized survey conducted during September 2017, within the pilot study research. Results show that the level of digital skills is Serbia is lagging behind the EU average and that the level of digital skills of Serbian women is lower than men. | digital literacy; digital skills; digital divide; gender gap; Serbia; indicator; EU; public policy | English | Open access | ||||||||||||||
19 | 17 | (1) Buyannemekh, Battulga; (2) Chen,Tzuhao | Digital governance in Mongolia and Taiwan: A gender perspective | 2021 | Articles | Information Polity | 10.3233/IP-219005 | Buyannemekh, B., & Chen, T. (2021). Digital governance in Mongolia and Taiwan: A gender perspective. Information Polity, 26(2), 193-210. | The objective of this country report is to apply a gender lens to examine the development of digital governance in two democratic countries in the Asia-Pacific: Mongolia and Taiwan. By studying various contextual factors and presenting interpretations associated with gender and the process of digital transformation in these two countries, this research underscores the gender-based differences in ICT usage based on the available data from governmental and other official sources. The paper concludes with possible e-government practices that can help mitigate digital gender divide and transition to gender-sensitive, evidence-based policymaking that serves both genders. | Digital governance; gender digital divide; evidence-based policymaking | English | Open access | ||||||||||||||
20 | 18 | (1) Cabezas-González, Marcos; (2) Casillas-Martín, Sonia; (3) García-Peñalvo, Francisco José | The Digital Competence of Pre-Service Educators: The Influence of Personal Variables | 2021 | Articles | Sustainability | https://doi.org/10.3390/su13042318 | Cabezas-González, M., Casillas-Martín, S., & García-Peñalvo, F. J. (2021). The digital competence of Pre-service Educators: the influence of personal variables. Sustainability, 13(4), 2318. | Currently, 21st century students need competences that enable them to adapt to a new type of individual information and individual knowledge relationship, and, therefore, the education system should contemplate new ways for learners to develop in accordance with this so-called information and knowledge society. One of special importance is so-called digital competency. This article presents the results of a research study to determine the influence that the variables of gender, age, and academic degree have on the acquisition of digital competence by pre-service educators, with a sample of 370 students from different education degrees from the University of Salamanca (Spain). A quantitative methodology was used, employing a non-experimental method and the electronic survey technique to collect information on the dimensions of knowledge, as well as the management of and attitude towards information and communication technologies (ICTs). Data were analyzed inferentially from a comparison of means using nonparametric tests. This analysis was completed with the incorporation of Receiver Operating Characteristic (ROC) curves, which allowed us to graphically verify the differences between the subsamples and thus compare the different groups in relation to the proposed dimensions. The main conclusion was that the three variables studied can be considered as influential, though not determinant, in the acquisition of digital competency. | digital competence; higher education; ICT; influence of variables | English | Open access | ||||||||||||||
21 | 19 | Calderón Gómez, Daniel | Una aproximación a la evolución de la brecha digital entre la población joven en España (2006-2015) | 2019 | Articles | RES. Revista Española de Sociología | http://dx.doi.org/10.22325/fes/res.2018.16 | Calderón-Gómez, D. (2019). Una aproximación a la evolución de la brecha digital entre la población joven en España (2006-2015). RES. Revista Española de Sociología, 28(1), 27-44. | This article presents a statistical diachronic analysis of the forms of Access and use of the Internet among young people in Spain between 2006 and 2015. From a perspective close to di�gital divide studies, we focus on the influence of the socioeconomic and cultural conditions of subjects in their potential use of the Information and Communication Technologies (ICTs). The methodology used is quantitative, by means of the Spanish Survey of Technological Equipment in Households (TIC-H), conducted by the Spanish Statistical Institute (INE). The article focuses on the universality of Internet use among youngs�ters, the diversification of forms of connectivity associated to mobile devices and also the diver�sification of inequalities in access and use of the Internet associated to subjects’ socioecono�mic and cultural conditions. | Youth, ICT, Internet, digital divide | Spanish | Open access | ||||||||||||||
22 | 20 | Calderón Gómez, Daniel | Technological Socialization and Digital Inclusion: Understanding Digital Literacy Biographies among Young People in Madrid | 2020 | Articles | Social Inclusion | https://doi.org/10.17645/si.v8i2.2601 | Calderón-Gómez, D. (2020). Technological Socialization and Digital Inclusion: Understanding Digital Literacy Biographies among Young People in Madrid. Social Inclusion, 8(2), 222-232. | The main goal of this article is to analyze young people’s technological socialization experiences to build a comprehensive model of the distinctive digital literacies interwoven with their biographies. Considering that digital accessibility is a necessary but not sufficient condition for inclusion, we identify which types of digital literacies are linked to the acquisition of digital competencies, confidence, and dispositions towards the incorporation of ICTs into daily activities, on the other hand, we also identify digital literacies that might engender motivated processes of self-exclusion from the digital realm, therefore reinforcing subjects’ digital exclusion. Methodologically, this article is based on 30 in-depth biographically-oriented qualitative interviews with young people living in the region of Madrid, Spain. Regarding results, four techno-social dimensions are proposed—motivation, degree of formality, degree of sociality, and type of technological domestication—to construct a typology of four ideal forms of digital literacy: unconscious literacy, self-motivated literacy, professional literacy, and social support. To achieve digital inclusion, self-motivation towards using digital technologies is mandatory, but social practices, academic and professional literacy might work as a secondary socialization process that enhance subjects’ affinity with ICTs. Nevertheless, the effect of social support is ambivalent: It could promote digital inclusion among people already interested in digital technologies, but it could also lead to dynamics of self-exclusion among people who are not confident regarding their digital competencies or disinterested in ICTs. | digital divide; digital inclusion; digital literacy; technological socialization; young people | Spanish | Open access | ||||||||||||||
23 | 21 | (1) Chetty, Krish; (2) Aneja, Urvashi; (3) Mishra, Vidisha; (4) Gcora, Nozibele; (5) Josie, Jaya | Bridging the digital divide in the G20: skills for the new age | 2018 | Articles | Economics | https://doi.org/10.5018/economics-ejournal.ja.2018-24 | Chetty, K., Aneja, U., Mishra, V., Gcora, N. & Josie, J. (2018). Bridging the digital divide in the G20: skills for the new age. Economics, 12(1), 20180024. https://doi.org/10.5018/economics-ejournal.ja.2018-24 | The digital divide in general, and between women and men in particular, is a manifestation of exclusion, poverty, and inequality, and is likely to continue because of the effects of unemployment, poorly functioning digital skilling programmes and socio-cultural norms in some economies, and further depriving women equal access to digital services. Digital skills provide the poor a catalyst to break out of the cycle of poverty and empower themselves. This paper proposes a three-pronged digital skills strategy that will be required for developing countries to break out of the digital divide trap: (1) Monitor the evolving set of digital skills required for employment, (2) incorporate a holistic digital skills development strategy into national education programmes, and (3) contextualize skilling programs within prevailing socio-cultural norms that will shape the uptake and impact of digital skilling programs. | Digital skills; digital divide; digitalization; information literacy; computer literacy; media literacy; communication literacy; technology literacy; socio-cultural norms | English | Open access | ||||||||||||||
24 | 22 | Colom, Cristina | Las brechas digitales que deben preocuparnos y ocuparnos | 2020 | Articles | Ekonomiaz: Revista vasca de economía | N/A | Colom, C. (2020). Las brechas digitales que deben preocuparnos y ocuparnos. Ekonomiaz: Revista vasca de economía, (98), 350-353. | N/A | N/A | Spanish | Open access | ||||||||||||||
25 | 23 | (1) Cussó-Calabuig, Roser; (2) Carrera-Farran, Xavier; (3) Bosch-Capblanch, Xavier | Are Boys and Girls Still Digitally Differentiated? The Case of Catalonian Teenagers | 2017 | Articles | Journal of Information Technology Education: Research | https://doi.org/10.28945/3879 | Cussó-Calabuig, R., Carrera-Farran, X., & Bosch-Capblanch, X. (2017). Are boys and girls still digitally differentiated? The case of Catalonian teenagers. Journal of Information Technology Education: Research, 16, 411-435. https://doi.org/10.28945/3879 | Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old), it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect. | gender differences; attitudes in computer use; self-efficacy; secondary students; stereotypes in ICT | English | Open access | ||||||||||||||
26 | 24 | (1) de Andrés del Campo, Susana; (2) Collado Alonso, Rocío; (3) García-Lomas Taboada, José Ignacio | Brechas digitales de género. Una revisión del concepto | 2020 | Articles | Etic@ net. Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento | https://doi.org/10.30827/eticanet.v20i1.15521 | De Andrés-del Campo, S., Collado-Alonso, R., & García-Lomas, J. I. T. (2020). Brechas digitales de género. Una revisión del concepto. Etic@ net. Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento, 20(1), 34-58. | This work critically raises the concept of gender digital divide as a mere indicator of access and use of ICTs. It questions the economic and political interests of digital gap indicators, and seeks for data and qualitative criteria, from a gender perspective, that widens the concept of the digital divide. It is based on the hypothesis that the goal of zero digital access gap is not in itself a sufficient indicator of equity, but it can be a trap to declare false achievements of equality. The article includes representations based on visual thinking to help understand the androcentric filters involved in digital inclusion. The conclusion points to the need to find qualitative analysis criteria with feminists perspectives that could assure true milestones of social transformation and guarantee women’s rights. | Digital gap; gender gap; digital exclusión; ICT | Spanish | Open access | ||||||||||||||
27 | 25 | (1) De Pablos-Pons, Juan; (2) Llorent-Vaquero, Mercedes | Las emociones en la interacción con la tecnología en el profesorado y el alumnado de centros con buenas prácticas TIC | 2020 | Articles | Educatio Siglo XXI | https://doi.org/10.6018/educatio.432951 | De Pablos-Pons, J., & Llorent-Vaquero, M. (2020). Las emociones en la interacción con la tecnología en el profesorado y el alumnado de centros con buenas prácticas TIC. Educatio Siglo XXI, 38(2), 155–170. https://doi.org/10.6018/educatio.432951 | The present study aims to tap into the emotions of teaching staff and students in Spanish schools in the Region of Andalucía when they interact with ICT. The schools chosen for the study had a long-stan�ding experience with ICT programs and a well-defined code of ICT best practi�ces. A quantitative methodological design was used. The sample consisted of 18 schools, in which teachers’ and students’ emotions were investigated through two questionnaires designed on a Likert scale. The results show that the most common emotions in the use of ICT in both groups are well-being and satisfaction and pride. A decrease in frustration levels is the least reported emotion. Likewise, some elements associated with the emotions of both teachers and students are identified. The conclusions highlight the need to give relevance to the emotions underlying the interaction with ICT in both teachers and students, if the goal is to improve educational processes mediated by ICT. Finally, the analysis reflects how emotions in the use of ICT in students are associated with factors similar to those that generate digi�tal divide in terms of competition, such as gender, the number of electronic devices and Internet connection at home, among others. | ICT; emotions; teachers; students; good practices | Spanish | Open access | ||||||||||||||
28 | 26 | del Valle Gómez, Gabriela | La brecha digital de género en la experiencia vital de las mujeres mayores | 2020 | Articles | Barcelona Societat. Revista de investigación y análisis social. | N/A | Del Valle Gómez, G. (2020). La brecha digital de género en la experiencia vital de las mujeres mayores. Barcelona Societat Revista de investigación y análisis social. | A pesar de las dificultades en la adaptación a las competencias digitales, cada vez más personas mayores interactúan en el ciberespacio, sin embargo, la doble brecha digital, de género y de edad, continúa siendo un desafío para su e-inclusión. Las mujeres mayores han tenido más impedimentos para socializarse en las tecnologías de la información y de la comunicación (TIC) como consecuencia de la conjunción de desigualdades que han configurado sus biografías. El uso y apropiación de las TIC puede implicar auténticas transformaciones en su vida cotidiana, generando la oportunidad de desarrollar otros roles, ocupar otros espacios, crear otras formas de relación personal, etcétera, lo que mejoraría su calidad de vida. Este Articles ofrece una interpretación de la relación de las mujeres mayores y las TIC a través del relato vital de mujeres catalanas que se convirtieron en usuarias transitando la etapa vital de la vejez. | brecha digital; fractura digital; estereotipos de género y edad; envejecimiento activo | Spanish | Open access | ||||||||||||||
29 | 27 | (1) Domínguez Alonso, José; (2) Portela Pino, Iago | Violencia a través de las TIC: comportamientos diferenciados por género | 2020 | Articles | La Revista Iberoamericana de la Educación Digital (RIED) | https://doi.org/10.5944/ried.23.2.25916 | Dominguez-Alonso, J., & Portela-Pino, I. (2020). Violencia a través de las TIC: comportamientos diferenciados por género. RIED. Revista Iberoamericana De Educación a Distancia, 23(2), 273–286. https://doi.org/10.5944/ried.23.2.25916 | The impact that gender stereotypes have on violence through information and communication technologies (ICT) is a frequent concern in the school, family and individual framework. e objective of the study was to know the influence of gender on violence through ICT, and identify which socio-school variables are associated. Quantitative research of descriptive-inferential�correlational type, with a sample of 1.495 individuals between the ages of 10 and 17 (M = 12.69; DT = 1.92). An ad hoc questionnaire (socio-school data) and the scale of school violence (CUVE-R) by Álvarez-García, Núñez, Rodríguez, Álvarez and Dobarro (2011) have been used. e data show a low-medium level of ICT violence, with a higher prevalence in both genders of sending messages of offense, insult or threat. However, the female gender does it through the Internet (Tuenti, Facebook, etc.) and the male using the mobile. Likewise, there are statistically significant differences in gender when recording or taking photos with the mobile phone to make fun of peers or teachers, with a greater incidence by the male gender. ere are also differences in gender according to age. ICT violence stagnates from the age of 13 on the female gender, while the male continues to increase slightly. In conclusion, gender is a variable to keep in mind in preventive or intervention programs focused on minimizing this problem. | violence, information and communication technologies, gender, childhood, adolescence | Spanish | Open access | ||||||||||||||
30 | 28 | (1) Eckert, Stine; (2) Metzger-Riftkin, Jade; (3) Nurmis, Joanna | Teaching Girls Online Skills: Results of the Wikid Grrls Intervention | 2018 | Articles | Journal of Media Literacy Education | https://doi.org/10.23860/JMLE-2018-10-3-2 | Eckert, S., Metzger-Riftkin, J., & Nurmis, J. (2018). Teaching Girls Online Skills: Results of the Wikid Grrls Intervention. Journal of Media Literacy Education, 10(3), 20-42. https://doi.org/10.23860/JMLE-2018-10-3-2 | In 2013-2016 we designed and implemented Wikid Grrls, a 10-week after-school workshop series to teach online skills to middle school girls in U.S. schools. We interviewed and surveyed 80 participants before and after the workshops. Girls’ online skills and confidence in them increased measurably for the duration of the workshop series. Participants expressed great interest in learning more, but media literacy programs at their schools regarding online skills were lacking. Using feminist theories and the reader-to-leader framework, we argue that such media literacy interventions bring immediate learning rewards for participants. Yet, we conclude that to narrow gender gaps in digital knowledge creation and sharing, media literacy classes that include online skills should become regular features in U.S. school curricula instead of being offered merely in voluntary programs. Future research should assess long-term benefits of media literacy interventions to teach online skills longitudinally to see if and how such initiatives figure into later school and career decisions. | gender gap; Wikipedia; intervention; feminism; media literacy | English | Open access | ||||||||||||||
31 | 29 | (1) Ercikan, Kadriye; (2) Asil, Mustafa; (3) Grover, Raman | Digital Divide: A Critical Context for Digitally Based Assessments | 2018 | Articles | Education Policy Analysis Archives | https://doi.org/10.14507/epaa.26.3817 | Ercikan, K., Asil, M., & Grover, R. (2018). Digital divide: A critical context for digitally based assessments. Education Policy Analysis Archives, 26, 51. https://doi.org/10.14507/epaa.26.3817 | Student learning is increasingly taking place in digital environments both within and outside schooling contexts. Educational assessments are following suit, both to take advantage of the conveniences and opportunities that digital environments provide as well as to reflect the mediums of learning increasingly taking place in societies around the world. A social context relevant to learning and assessment in the digital age is the great differences in access to and competence in technology among students from different segments of societies. Therefore, access and competency in relation to technology become critical contexts for evaluations that rely on digitally based assessments. This chapter examines the digital divide between students from different segments of the society and discusses strategies for minimizing effects of digital divide on assessments of student learning. The research focuses on two types of demographic groups—gender and socioeconomic status (SES) groups—that have been highlighted in research on the digital divide. The research utilizes data from IEA’s International Computer and Information Literacy Study (ICILS) 2013 for Grade 8 students administered in 21 jurisdictions around the world. It thus provides an international perspective on digital divide as an important context for international assessments as well as assessments within jurisdictions such as Mexico that are conducting assessments in digitally based environments. | digital divide; digital assessments; ICILS | English | Open access | ||||||||||||||
32 | 30 | (1) Febro, January D.; (2) Catindig, Mia Amor C.; (3) Caparida, Lomesindo T. | Development of E-learning Module for ICT Skills of Marginalized Women and Girls for ICT4D | 2020 | Articles | International Journal of Emerging Technologies in Learning (iJET) | N/A | Febro, J., Catindig, M., & Caparida, L. (2020). Development of E-learning Module for ICT Skills of Marginalized Women and Girls for ICT4D. International Journal of Emerging Technologies in Learning (iJET), 15(16), 94-105. | The digital gender divide is a major challenge that needs to be addressed in developing countries. Thus, the focus of this study is to address the digital il-literacy of girls and women that also fuels the digital gender divide. The goal is to produce an e-learning module that focused on the skills to be measured in assessing ICT skill in Sustainable Development Goals (SDG) 4. This can be used during training as a tool to capacitate participants like marginalized women and girls. The development of this e-module follows the research and development using the 4D model process that begins in define phase, followed by the design of e-learning content and development activities, and lastly disseminate. The impact of the e-learning module was evaluated during ICT literacy training for marginalized women and girls. This study found that utilizing e-learning modules in the development of skills among participants was significant. This study was a humble step towards gaining technological skills of the marginalized girls and women in the Philippine community to-wards ICT4D. | E-learning module; 4D model; ICT literacy; research and development; ICT4D | English | Open access | ||||||||||||||
33 | 31 | (1) Galletero-Campos, Belén; (2) Ufarte Ruiz, María José; (3) López-Cepeda, Ana María; (4) Martínez-Pérez, Elena | Análisis de asimetrías de género en el colectivo profesional de periodistas en Castilla-La Mancha | 2019 | Articles | Observatorio (OBS*) | https://doi.org/10.15847/obsOBS13320191444 | Galletero-Campos, B., Ufarte-Ruiz, M. J., López-Cepeda, A. M., & Martínez-Pérez, E. (2019). Análisis de asimetrías de género en el colectivo profesional de periodistas en Castilla-La Mancha. Observatorio (OBS*), 13(3). | Professional profiles, especially those related to journalism, cannot be understood as a universal and abstract issue, since they are built on contextual factors such as workspaces, the typology of companies and the skills required. This study analyses gender asymmetries in the working conditions of journalism professionals in Castilla-La Mancha, an autonomous community characterised by its rural socio�demographic identity and its media structure made up of micro-media. A quantitative methodology is applied, whose collection instrument has been the survey, and a subsequent descriptive statistical analysis of categorical variables. The questionnaire, which has been based on some reference research on the subject in the last fifteen years, has been answered by a representative sample of 179 journalists from the region - 87 men and 92 women - belonging to 85 local media, distributed in the sectors of printed press, radio, television and digital native media. The results show that inequalities persist in some endemic issues such as conciliation difficulties, the wage gap or the glass ceiling, but also in other less evident aspects such as the degree of satisfaction with the profession, job expectations and even the perception of influences and pressures on professional practice. | Gender perspective, Wave gap, Glass ceiling, Communication structure, Castilla-La Mancha | English | Open access | ||||||||||||||
34 | 32 | (1) Galperin, Hernan; (2) Arcidiacono, Malena | Employment and the gender digital divide in Latin America: A decomposition analysis | 2021 | Articles | Telecommunications Policy | https://doi.org/10.1016/j.telpol.2021.102166 | Galperin, H., & Arcidiacono, M. (2021). Employment and the gender digital divide in Latin America: A decomposition analysis. Telecommunications Policy, 45(7), 102166. https://doi.org/10.1016/j.telpol.2021.102166 | There is a vast literature that examines the determinants of the gender digital gap in developing countries and puts forth policy recommendations to mitigate it. However, few studies examine how gender differences in labor force participation and employment patterns affect ICT adoption in general, or Internet use in particular. This matters because employment and the types of jobs that men and women do correlate with different opportunities to access the Internet and develop digital skills, both of which contribute to overall Internet engagement. This study contributes to fill this gap by exploring how gender differences in employment affect the digital gender gap in four Latin American countries. The findings point to differences in employment patterns between men and women as the largest single contributor to the gender gap in Internet use in these countries, ahead of differences in other predictors of Internet use such as income, age and education. Further, our results suggest that the correlation between employment and Internet use is stronger among women than men, which we attribute to the fact that women tend to work in more ICT-intensive sectors (e.g., health services and education). Estimates from a decomposition analysis suggest that if women were employed at the same rate as men the gender digital gap in these countries would be reduced by at least a quarter. | Digital gender gap; Labor markets; Latin America; Decomposition analysis | English | Limited access | ||||||||||||||
35 | 33 | (1) García-Aguilera, Francisco José; (2) Leiva-Olivencia, Juan José; (3) Espíndola-Fontoura, Eduardo; (4) Piccoli-Fountoura, Flaviany Aparecida | Inclusión social de mujeres rurales a través de programas de alfabetización digital para el empleo | 2020 | Articles | Revista Complutense de Educacion | https://doi.org/10.5209/rced.67590 | García-Aguilera, F. J., Leiva-Olivencia, J., Espíndola-Fontoura Junior, E., & Piccoli-Fontoura, F. A. (2021). Inclusión social de mujeres rurales a través de programas de alfabetización digital para el empleo. Revista Complutense De Educación, 32(1), 15-25. https://doi.org/10.5209/rced.67590 | Introduction. This article presents the results of a study about the social inclusion of women in rural areas through the acquisition of basic digital competence. Its main objective is to know the level of skill acquired in the different competences associated with the basic level according to said model, to analyze what extent these learnings have improved their level of digital competence, also considering whether there are differences at the socio-demographic level according to age, level variables academic, family and work situation. Method. To this end, a questionnaire on basic digital competence and social and labor inclusion has been applied to 240 women from rural settings participating in digital literacy programs for employment, aged between 18 and 65 years. Results. The results show a level of acquired digital competence that allows the intermediate use of some text processing tools and the use of internet portals and social networks such as Facebook, finding significant differences in women based on their age and family situation and work. In the case of more advanced resources related to social and labour inclusion such as LinkedIn applications and cloud tools, there is greater ignorance and greater difficulty in its management and practical application. In this sense, there are similarities with other research carried out by women in rural areas, regarding the existing gender digital divide and their relationship with the difficulties in inserting these people into the labour market. Discussion. The discussion of results presents some implications for the formation of a digital citizenship according to the DigComp2.1 model and the need for training programs in this area, specifically aimed at women in rural areas. | digital divide; small towns; social integration; employment; skills | Spanish | Open access | ||||||||||||||
36 | 34 | (1) García Caicedo, Sonia Shirley; (2) Solórzano Zambrano, Ángel Antonio; (3) Analuisa Aroca, Iván Alberto | Brecha Digital en Universidades del Ecuador | 2021 | Articles | Revista Científica Sinapsis | https://doi.org/10.37117/s.v1i19.554 | García-Caicedo, S. S. ., Solórzano-Zambrano , Ángel A., & Analuisa-Aroca, I. A. (2021). Brecha Digital en Universidades del Ecuador. Revista Científica Sinapsis, 1(19). https://doi.org/10.37117/s.v1i19.554 | The importance lies in knowing the indicators that affect the digital divide and the use of ICTs in the classroom to address the problem of digital inequality of various groups, areas and universities in the country. This research work has as its main objective the digital divide and the use of ICTs as a teaching resource in Higher Education Institutions of Ecuador. For the methodology, it is intended to collect information from teachers, with instruments that cover the most information, address constructs of various competencies. The indexes of the digital divide will be evaluated with the statistical methodology ANOVA, MANOVA, to detect differences in the various interactions and proposed grouped factors focused on the degree of development of digital competencies. To conclude, the interactions of factors on digital competence and use of technologies in faculty samples of Ecuadorian universities are analyzed. | Teacher competencies; Technological disparity; Higher education; Gender, University | Spanish | Open access | ||||||||||||||
37 | 35 | (1) Gebhardt, Eveline; (2) Thomson, Sue; (3) Ainley, John; (4) Hillman, Kylie | Gender Differences in Computer and Information Literacy: An In-Depth Analysis of Data from ICILS. IEA Research for Education. Volume 8 | 2019 | Book | Springer Nature. International Association for the Evaluation of Educational Achievement (IEA) | 10.1007/978-3-030-26203-7 | Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019). Gender differences in computer and information literacy: An in-depth analysis of data from ICILS. Springer Nature. | N/A | N/A | English | Open access | ||||||||||||||
38 | 36 | (1) Golob, Tea; (2) Makarovi, Matej; (3) Rek, Mateja | Meta-reflexividad para la resiliencia contra la desinformación/ Meta-reflexivity for resilience against disinformation/ | 2021 | Articles | Comunicar | https://doi.org/10.3916/C66-2021-09 | Golob, T., Makarovič, M., & Rek, M. (2021). Meta-reflexividad para la resiliencia contra la desinformación. Comunicar, 66, 107-118. https://doi.org/10.3916/C66-2021-09 | The rise of digital media contributes to fake news and disinformation being circulated on a larger scale and pace. The central aim of the work is to consider the potentials of individuals to actively respond to disinformation and fake news. In that regard, the authors rely on Archer’s theoretical framework of reflexivity and its modes. It is argued that a specific mode of reflexivity, namely meta-reflexivity, can enable people to take a critical distance towards media messaging. The method involves the Reflexivity Measurement Tool (RMT) to provide an approximate assessment of one’s reflexivity in terms of quantitative scores. The survey has been conducted in Slovenia on a representative national sample and path analysis is applied to identify the relationship between demographic features, media exposure, reflexivity and fact-checking. The results show how age and education affect media preferences, in terms of how frequently an individual is exposed to a particular type of media. Younger people, women and persons with tertiary education are more meta-reflexive, which contributes to their active response to disinformation. It is concluded that meta-reflexivity is essential but not sufficient to produce an active response of individuals to disinformation. Need for professional fact-checking-services and media education is discussed. | Media literacy, reflexivity, critical thinking, fake news, disinformation, fact-checking | Spanish | Open access | ||||||||||||||
39 | 37 | (1) González-Gascón, Elena; (2) De-Juan-Vigaray, María D | Encouraging Undergraduate Marketing Students to Reflect on Critical Thinking and the Digital Gender Divide | 2021 | Articles | European Journal of Investigation in Health, Psychology and Education | http://dx.doi.org/10.3390/ejihpe11030069 | González-Gascón, E., & De-Juan-Vigaray, M. D. (2021). Encouraging Undergraduate Marketing Students to Reflect on Critical Thinking and the Digital Gender Divide. European Journal of Investigation in Health, Psychology and Education, 11(3), 933–952. http://dx.doi.org/10.3390/ejihpe11030069 | In today’s society where there is an abundance of accessible, complex, and often false information, critical thinking (CT) is an essential skill so that citizens in general and students in particular can make complex decisions based on scientific evidence, rather than on prejudices, biases, and pre-established beliefs. In this context, the purpose of this study is to discover whether Active Learning (AL) methodology, using different technologies, contributes to improving the CT of the student body, applying it to the Digital Gender Divide (DGD). Three questionnaires were used to collect information, using both a quantitative and a qualitative approach. Open-ended questions are included for fuller answers, which are complemented by content analysis of the recordings and virtual presentations made. The results show that the AL methodology favours the development of CT in the DGD in a remarkable way. Likewise, the various technologies implemented in the methodology (e.g., the Google Applications Site, online round table discussions, role-plays, virtual presentations, and forms) are relevant to improving CT in DGD. It concludes by recommending the implementation of AL with CT as in the one carried out, to help prepare better professionals and raise awareness of how to reduce the DGD. | digital gender divide; critical thinking; active learning methodology; collaborative work; student’s reflections; quantitative analysis; qualitative analysis; peer evaluation; technological resources | English | Open access | ||||||||||||||
40 | 38 | (1) Grau-Sarabia, Mónica; (2) Fuster-Morell, Mayo | Gender approaches in the study of the digital economy: a systematic literature review | 2021 | Articles | Humanities & Social Sciences Communications | https://doi.org/10.1057/s41599-021-00875-x | Grau-Sarabia, M., & Fuster-Morell, M. (2021). Gender approaches in the study of the digital economy: a systematic literature review. Humanities and Social Sciences Communications, 8(1), 1-10. https://doi.org/10.1057/s41599-021-00875-x | The data and debates around the negative impact of online work for women’s work-life balance during the digital acceleration generated by the COVID-19 crisis have lent greater relevance to the study of gender and the digital economy. This paper sheds light on this complex relationship by systematically studying the research on gender in the digital economy over the last 25 years. The methodology used is a systematic literature review (SLR) of scientific works and policy papers across different social sciences from 1995 to 2020 in the Google Scholars and Scopus databases. The SLR has resulted in the creation of three samples on which a quantitative and qualitative analysis was carried out to evaluate the volume of the research, trends across time, gender approaches and study topics. The general conclusions indicate that gender approaches to the digital economy stem from a wide range of academic disciplines, and also that there is a lack of theoretical consistency about gender analysis. First, the paper provides an overview of the volume of works and an analysis of some trends across time. Second, it identifies the three main gender approaches applied to the digital economy: (1) the ‘feminist theory of technology and ICT’ approach, (2) the ‘feminist political economy’ approach, (3) the ‘mainstream economic analysis and women’s participation and labour in the digital economy’ approach. Moreover, it distinguishes eight main gender analysis issues within these three approaches. Finally, the paper concludes by identifying future developments for a feminist political economy framework for the digital economy. | N/A | English | Open access | ||||||||||||||
41 | 39 | (1) Gulzar, Farzana; (2) Fayaz, Aiman | Understanding the Necessity to Bridge the Digital Divide: An Evaluative Study | 2018 | Articles | International Journal of Knowledge Management and Practices | N/A | Gulzar, F., & Fayaz, A. (2018). Understanding the Necessity to Bridge the Digital Divide: An Evaluative Study. International Journal of Knowledge Management and Practices, 6(1), 1. | The term ‘Digital Divide’ refers to the difference in the amount of information among individuals who have an access to the Internet and those who lack such access. This gap includes imbalances in terms of access to Internet infrastructure, information and knowledge, and equality of opportunity depending on income, race, ethnicity, gender, or other similar criteria. This paper explores the meaning of digital divide and connects it to Indian scenario. It talks about the causes of digital divide in the society like gender, physical access, age, income, and lack of information and communication technology (ICT) skills. It also analyses the causes and remedies of Digital Divide and further discusses the role of digital libraries in eradicating the digital divide. Finally, the paper suggests some steps that need to be taken by government in order to bridge the digital divide in the country | Digital Divide; Digital Libraries; Gender Divide; ICTs; Role of Government | English | Open access | ||||||||||||||
42 | 40 | Gunel, Elvan; Ed. | Controversial Issues in Social Studies Education in Turkey: The Contemporary Debates. Research in Social Education | 2018 | Book | IAP - Information Age Publishing, Inc. | N/A | Gunel, E. (Ed.). (2018). Controversial Issues in Social Studies Education in Turkey: The Contemporary Debates. IAP. | "Controversial Issues in Social Studies Education in Turkey: The Contemporary Debates" consists of different research. Each chapter analyzes a controversial topic that is significant to understand the social and political dynamics of Turkish society and culture. One of the purposes of this volume is to analyze and discuss how various controversial issues are perceived by Turkish educators. It also provides insight about how to think and re-organize education both in Turkey and in a global world by taking perceptions of in-service and pre-service social studies teachers on controversial issues and how to teach about them in the Turkish context into consideration. This book may provide educators and researchers who are interested in teaching and examining such issues with a holistic view. This book contains the following chapters: (1) Intersections of Globalization, Gender, and Culture in Social Studies (Mustafa Sever, Ayse Soylu, and Ahmet Kaysili), (2) Examining Gender Issues: Social Studies Curricula, Teacher Education Programs, and Perceptions of Preservice Social Studies Teachers (Aysegül Pehlivan Yilmaz, Önder Eryilmaz, and Elvan Günel), (3) The Complexity of Teaching Values in Social Studies Teacher Education in Turkey: A Gender Perspective (Tuba Çengelci Köse), (4) Teaching Multicultural Perspectives in Social Studies: Dealing With Immigration and Migrants (Ayça Sesigur and Handan Deveci), (5) Teaching About Being a Good Citizen, Government, and Human Rights in Social Studies (Mehmet Açikalin), (6) An Examination of the Relationship Between the Ecological Values of Prospective Social Studies Teachers and Their Attitude Towards Turkey's Nuclear Energy Policing (Nevin Özdemir and Alper Kesten), and (7) Digital Divide in Social Studies Education: Academician and Teacher Perspectives (Canan Çolak, Hidir Karaduman, and Isil Kabakçi Yurdakul). | N/A | English | Limited access | ||||||||||||||
43 | 41 | (1) Houngbonon, Georges V; (2) Le Quentrec, Erwan; (3) Rubrichi, Stefania | Access to electricity and digital inclusion: evidence from mobile call detail records | 2021 | Articles | Humanities & Social Sciences Communications | https://doi.org/10.1057/s41599-021-00848-0 | Houngbonon, G.V., Le Quentrec, E. & Rubrichi, S. (2021). Access to electricity and digital inclusion: evidence from mobile call detail records. Humanit Soc Sci Commun 8, 170. https://doi.org/10.1057/s41599-021-00848-0 | Despite significant progress in mobile connectivity, a large number of individuals in Sub-Saharan Africa are at risk of being left behind, especially those living in rural areas and women. In this paper, we use an original data set of mobile call detail records from Senegal and exploit variations across plausibly similar rural municipalities to assess the impact of access to electricity on mobile connectivity. We find that access to mobile connectivity for rural users, measured by mobile telephony subscriptions or smartphone ownership, increases with access to electricity, with a stronger impact for women. The impact on usage is also positive but stems from the increased volume of incoming communications: rural mobile users with access to electricity do not place more calls than those with limited access, rather, they receive more calls and text messages from urban areas, especially those with higher living standards. These findings suggest that access to electricity can be a significant driver of digital inclusion in Sub-Saharan Africa. | N/A | English | Open access | ||||||||||||||
44 | 42 | Kaarakainen, Meri-Tuulia | ICT Intentions and Digital Abilities of Future Labor Market Entrants in Finland | 2019 | Articles | Nordic Journal of Working Life Studies | https://doi.org/10.18291/njwls.v9i2.114803 | Kaarakainen, M.-T. (2019). ICT Intentions and Digital Abilities of Future Labor Market Entrants in Finland. Nordic Journal of Working Life Studies, 9(2). https://doi.org/10.18291/njwls.v9i2.114803 | Daily lives of citizens in current societies have changed with the spread of digital technologies, online services, and digital communication. Alongside this, the information and communication technology (ICT) labor force is expected to grow massively over the next years, requiring increased number of applicants for digital education and sufficient digital skills from every labor market entrant. This study examines the digital abilities of Finnish upper secondary school students (N = 3206) and the students’ intentions to study/work in the ICT field in the future. The results highlight a dissonance between the growth expectations and the popularity of the ICT field among young Finns. The students’ future intentions are also strongly gendered, for about 9% of males, but only about 1% of females in secondary education are planning to apply in the ICT field in the future. The students’ ICT intentions were predicted most strongly by being a male and possessing strong technical abilities | Digital abilities; gendered educational choices; the ICT field; programming; students | English | Open access | ||||||||||||||
45 | 43 | (1) Kerras, Hayet; (2) Sánchez-Navarro, Jorge Luis; (3) López-Becerra, Erasmo Isidro; (4) de-Miguel Gómez, María Dolores | The Impact of the Gender Digital Divide on Sustainable Development: Comparative Analysis between the European Union and the Maghreb | 2020 | Articles | Sustainability | https://doi.org/10.3390/su12083347 | Kerras, H., Sánchez-Navarro, J. L., López-Becerra, E. I., & de-Miguel Gomez, M. D. (2020). The impact of the gender digital divide on sustainable development: Comparative analysis between the European Union and the Maghreb. Sustainability, 12(8), 3347. https://doi.org/10.3390/su12083347 | Today, the relationship between gender and information and communications technologies (ICTs) is a very important element in achieving sustainable development, since ICTs play a key role in attaining gender equality and empowering women by allowing access to important information and involving them as actors in social, economic, and environmental development. This participation is closely linked to the degree of education, training, and employability, and so women bring added value to the technology sector and not only to it, but also to all sectors associated with it, through their contribution to R&D and Innovation. The 17 goals adopted in Agenda 21 constitute a roadmap that aims to involve all actors and impose gender equality in each one of these goals. In this study, we compare the innovation and gender index of four Mediterranean countries (France, Spain, Morocco, and Algeria) and analyze how some indexes related with “the gender digital divide” affect the achievement of these sustainable development goals. It has been observed that Sustainable Development Goals (SDG) 2, 3, 4, 5, 8, 9 and 10 are the most influenced by ICT and the gender digital divide, and that none of the countries in our study have achieved them, although France and Spain present a moderate trend towards their achievement by 2030, and to support this statement, a multiple linear regression has been performed at a global level for the countries that have all of the indicators’ data available. The empirical results show that the gender digital divide has a negative effect on this accomplishment and that the technology disposition has a positive effect on them. | sustainable development goals; gender digital divide; equality; information and communication technologies | English | Open access | ||||||||||||||
46 | 44 | (1) Kolodziejczyk, Iwona; (2) Gibbs, Philip; (3) Nembou, Cecilia; (4) Sagrista, Maria Rodina | Digital Skills at Divine Word University, Papua New Guinea | 2020 | Articles | IAFOR Journal of Education | N/A | Kolodziejczyk, I., Gibbs, P., Nembou, C., & Sagrista, M. R. (2020). Digital Skills at Divine Word University, Papua New Guinea. IAFOR Journal of Education, 8(2), 107-124. | The purpose of the study was to investigate the level of digital skills within a group of university students in Papua New Guinea and their ability to meaningfully engage within the digital world. The study also aimed to explore whether the traditionally recognized digital divide continues between genders and place of origin, and between years of study and faculties. This study utilizes the framework defined by Van Deursen and Van Dijk who identify operational, formal, information and strategic skills. The study measured the internet skills of students by asking 289 participants to complete sixteen assignments on the internet. The results indicate that, on average, the tasks were completed as follows: 38% of operational skills, 13% of formal internet skills, 30% of information skills and 28% of strategic internet skills. Age and gender were not significant; however, performances were significantly different for students from the capital city as compared to those coming from a rural town or village environment, and performance improved as students moved through the four years of university training. Differences in groups from specific faculties are significant but require further study to explain. If operational and formal skills are a necessary (but not sufficient) condition for performance of higher-level information and strategic skills, then tertiary institutions, particularly those facing the effects of the digital divide, will need to ensure that those necessary skills are provided for. Having ensured digital competency at that level, further efforts can be made to develop information and strategic skills to ensure a meaningful and creative use of digital technologies. | digital skills; digital literacy framework; university; developing country; Papua New Guinea | English | Open access | ||||||||||||||
47 | 45 | (1) Krchová, Hana; (2) Höesová, Katarína Švejnová | Selected determinants of digital transformation and their influence on the number of women in the ICT sector | 2021 | Articles | Entrepreneurship and Sustainability Issues | https://doi.org/10.9770/jesi.2021.8.4(31) | Krchová, H., & Höesová, K. Š. (2021). Selected determinants of digital transformation and their influence on the number of women in the ICT sector. Entrepreneurship and Sustainability Issues, 8(4), 524. | Digital transformation offers a great opportunity for the growth of economies and societies across countries around the world. This digital transformation is leading to very rapid growth in the information and communication technology (ICT) sector. ICT currently faces two main challenges. The first problem is the lack of ICT professionals, and the second significant problem is the under-representation of women among them. Our article deals with the issue of the influence of selected factors on the increase of women employed in ICT. In our survey, we focused on the influence of the following factors: The amount of GDP resulting from the ICT sector, the average annual wage, the gender gap, the number of employed women, and the number of women who work in ICT and are educated in ICT. We tested these variables on data from the V4 countries (Czech Republic, Hungary, Poland, Slovakia) for the period 2008-2018. Our aim was to find out whether the mentioned Factors are statistically significant and what is their influence on the number of employed women in the ICT sector so that it is possible to positively influence their amount as much as possible. | digital transformation; employment of women; gender gap; ICT sector | English | Open access | ||||||||||||||
48 | 46 | Lagunes-Soto Ruiz, Alejandra | Las mujeres en el siglo XXI: Acciones para cerrar la brecha de género en el mundo de las TIC | 2017 | Articles | Pluralidad y Consenso | N/A | Lagunes-Soto, A. R. (2017). Las mujeres en el siglo XXI: Acciones para cerrar la brecha de género en el mundo de las TIC. Pluralidad y Consenso, 7(31), 160-167. | N/A | N/A | Spanish | Open access | ||||||||||||||
49 | 47 | (1) Larsson, Anthony; (2) Viitaoja, Yamit | Identifying the digital gender divide: how digitalization may affect the future working conditions for women | 2019 | Book chapters | Routledge | N/A | Larsson, A., & Viitaoja, Y. (2019). Identifying the digital gender divide: how digitalization may affect the future working conditions for women. En The Digital Transformation of Labor (pp. 235-253). Routledge. | N/A | N/A | English | Open access | ||||||||||||||
50 | 48 | (1) Macaya, Javiera Fernanda M.; (2) Maia Ribeiro, Manuella; (3) Jereissati, Tatiana; (4) dos Reis Lima, Camila; (5)Cunha, Maria Alexandra | Gendering the digital divide: The use of electronic government services and implications for the digital gender gap | 2021 | Articles | Information Polity | 10.3233/IP-200307 | Macaya, J. F., Maia-Ribeiro, M., Jereissati, T., dos Reis Lima, C., & Cunha, M. A. (2021). Gendering the digital divide: The use of electronic government services and implications for the digital gender gap. Information Polity, 26(2), 131-146. | Electronic government (e-gov), a means of providing online public services, has the potential to greatly benefit all members of society. However, its advantages are often out of the reach of citizens who are digitally excluded. Drawing on socioeconomic and demographic ICT survey data, researchers have explored the digital divide and have concluded that gender is an important determinant of inequality. If we are to provide e-gov services that are more accessible to women and geared towards their needs, we must consider the digital gender gap. This paper explores gendered differences in e-gov service usage in Brazil. Findings on the disproportionate numbers of women and men seeking and using e-gov services, as well as the reasons for not using them, justify the relevance of gendering the e-gov debate. | Gender; electronic government; e-gov; digital divide; sociodemographic variables | English | Open access | ||||||||||||||
51 | 49 | Mallawaarachchi, Chammika | Significant Influences of Digital Literacy to Promote Gender Equity and Equality in Education: Digital Literacy Perspective | 2019 | Book chapters | IGI Global | 10.4018/978-1-5225-8443-8.ch011 | Mallawaarachchi, C. (2019). Significant Influences of Digital Literacy to Promote Gender Equity and Equality in Education: Digital Literacy Perspective. En Gender Issues in Technical and Vocational Education Programs (pp. 218-234). IGI Global. | This chapter shows the importance of digital literacy to enrich the concept of gender towards inequity and inequality to use digital resources. Digital resources are significant areas of the digital information economy. However, it has been observed that opportunities are given differently to genders to use digital resources that can enhance skills and knowledge. Therefore, to critically understand how gender matters in digital literacy is tested in the digital teaching environment. The study is based on quantitative research to illustrate that gender differences are the main hurdles in the learning of digital literacy. The study has found that gender differences are initiated from classroom interactions and goes up to collaborative learning processes. Finally, the research recommends that the emerging gender inequalities have to be considered critically to initiate and facilitate gender equity and equality. | N/A | English | Limited access | ||||||||||||||
52 | 50 | Mare, Aretha | Addressing Digital and Innovation Gender Divide: Perspectives from Zimbabwe | 2021 | Book chapters | Springer Nature | https://doi.org/10.1007/978-3-030-58240-1_3 | Mare, A. (2021) Addressing Digital and Innovation Gender Divide: Perspectives from Zimbabwe. En: Daniels C., Dosso M., Amadi-Echendu J. (eds) Entrepreneurship, Technology Commercialisation, and Innovation Policy in Africa. Springer, Cham. https://doi.org/10.1007/978-3-030-58240-1_3 | N/A | N/A | English | Limited access | ||||||||||||||
53 | 51 | (1) Mariscal, Judith; (2) Mayne, Gloria; (3) Aneja, Urvashi; (4) Sorgner, Alina | Bridging the Gender Digital Gap | 2019 | Articles | Economics | https://doi.org/10.5018/economics-ejournal.ja.2019-9 | Mariscal, J., Mayne, G., Aneja, U. & Sorgner, A. (2019). Bridging the Gender Digital Gap. Economics, 13(1), 20190009. https://doi.org/10.5018/economics-ejournal.ja.2019-9 | Despite the headway the world has experienced over the last couple of years in terms of a substantial increase in digital access, there are still significant challenges to overcome in ensuring women are included in the transformation to a digital society, which in turn will enhance productivity and social development. Efforts to increase internet adoption access through broadband plans and legislative reforms have yielded improvements in use and adoption. However, there is still a stark and pervasive gender inequality in terms of access, ownership of digital devices, digital fluency as well as the capacity to make meaningful use of the access to technology. Even though affordability is a key source of exclusion, there arealso significant socio-cultural norms that restrict access for women. This paper brings forward the argument that access alone is not enough, women need agency and capacity to leverage access. The authors thus highlight the need to make an assessment of the globalgender gap and develop meaningful indicators that contribute to the design and implementation of effective policies that drive adoption. We need effective promotion of women ́s digital adoption not only from the government but also from the private sector and civil society in order to lead the digital adoption of best practices for women around the world. | Digital gender gap; digital inclusion; digital skills | English | Open access | ||||||||||||||
54 | 52 | (1) Martínez-Cantos, José Luis; (2) Castaño, Cecilia | La brecha digital de género y la escasez de mujeres en las profesiones TIC | 2017 | Articles | Panorama social | N/A | Martínez-Cantos, J. L., & Castaño, C. (2017). La brecha digital de género y la escasez de mujeres en las profesiones TIC. Panorama social, 25, 49-65. | La baja representación de mujeres en las profesiones TIC es un fenómeno generalizado en los países europeos, incluida España, y persistente en los últimos años. Asimismo, su nivel de habilidades digitales, cruciales en el actual contexto socioeconó mico, es en muchas ocasiones relativamente inferior al de los hombres. En este Articles ofrecemos una panorámica sobre factores fundamentales involucra dos en estas dinámicas, tales como los estereotipos y la autoconfianza. Concluimos que son necesarias actuaciones integrales para abordar esta problemá tica, porque los datos no indican que estas brechas tiendan a corregirse por sí solas con el simple reem plazo generacional. | N/A | Spanish | Open access | ||||||||||||||
55 | 53 | Martín Romero, Ana María | La brecha digital generacional | 2020 | Articles | Temas laborales: Revista andaluza de trabajo y bienestar social | N/A | Martín-Romero, A. M. (2020). La brecha digital generacional. Temas laborales: Revista andaluza de trabajo y bienestar social, (151), 77-93. | The purpose of this work is to analyze the effect that the implementation and use of new technologies has produced in society, especially for mature workers, among whom a generational digital divide is revealed. In this sense, the concept is defined, the causes that produce it and the new social inequalities that the new networked society has created. Finally, a brief synthesis of the public policies implemented by the European. | age; digital divide; inequeality; new technologies | Spanish | Open access | ||||||||||||||
56 | 54 | (1) Masanet, Maria-Jose; (2) Pires, Fernanda; (3)Gómez-Puertas, Lorena | Riesgos de la brecha digital de género entre los y las adolescentes | 2021 | Articles | Profesional de la Información | https://doi.org/10.3145/epi.2021.ene.12 | Masanet, M.-J., Pires, F., & Gómez-Puertas, L. (2021). Riesgos de la brecha digital de género entre los y las adolescentes. Profesional De La Información, 30(1). https://doi.org/10.3145/epi.2021.ene.12 | The gender digital divide between teens from seven countries in Europe, in Australia, and in countries of South America through a socio-cultural perspective is analyzed. The article compares which habits of use and consumption are attribu ted and performed by adolescents in multiple media and social media, and explores if these uses are grounded in the historically established gender roles. The data come from the Transmedia literacy research project (2015-2018) that had two main objectives: to explore what are teens doing with media and how have they learned to do it. An ethnographic approach was used, combining various research methods as questionnaires, interviews and participant observation, among others. In this article we focus on the analysis of the questionnaire implemented to map teens’ habits of use and consumption (N=1,520). To respond to the objective of the article, a descriptive univariate and bivariate analysis was ca rried out. The results show that the digital gender divide still exists and it takes shape through the persistence of gender stereotypes and roles associated to men and women and their relationship with media such as videogames practices (associated with boys) and the creation of stories (associated with girls). | Digital divide; Gender digital divide; Gender differences; Gender stereotypes; Habits; Consumption; Adolescence; Young people; Youth; Teenagers; Videogames; Storytelling; Social networks; Applications; Internet | Spanish | Limited access | ||||||||||||||
57 | 55 | (1) Mauk, Maureen; (2) Willett, Rebekah; (3) Coulter, Natalie | The Can-Do Girl Goes to Coding Camp: A Discourse Analysis of News Reports on Coding Initiatives Designed for Girls | 2020 | Articles | Learning, Media and Technology | https://doi.org/10.1080/17439884.2020.1781889 | Mauk, M., Willett, R., & Coulter, N. (2020). The can-do girl goes to coding camp: a discourse analysis of news reports on coding initiatives designed for girls. Learning, Media and Technology, 45(4), 395-408. | The past five or so years have been marked by a proliferation of educational initiatives, programmes, and toys designed to introduce children to coding and to develop their skills and interest in computer science. This article takes a critical approach to this movement, focusing specifically on ways dominant discourse surrounding the coding movement constructs children, girls, and coding and puts pressure on parents to assist their children in becoming valuable to neoliberal economies. The first part of the article reviews research concerning children and coding, the STEM skills gap, and gender divides in computer science. This part concludes with a discussion of neoliberal ideologies which frame these areas of debate. The second part analyzes 71 news articles published in a six-month period in 2018 that report on coding initiatives and related toys, including Robotics Engineer Barbie™. This part of the article reveals ways these coding initiatives are framed as being essential to the future labour market, as solutions to gender parities in Computer Science fields, and as a way to create confident girls for the future workforce. The article concludes with connections to neoliberal ideologies which frame the role of parenting in the age of digital technologies. | Computer science; coding; girls; children; neoliberalism; discourse analysis | English | Limited access | ||||||||||||||
58 | 56 | (1) Meneses Cabrera, Tania; (2) Aranda Bustamante, Gilberto | Sujeto-mujer y brecha digital de género. Discursos y Prácticas desde la gubernamentalidad en América Latina. | 2020 | Articles | Signo y Pensamiento | https://doi.org/10.11144/Javeriana.syp39.smbd | Meneses-Cabrera, T., & Aranda-Bustamante, G. (2020). Sujeto-mujer y brecha digital de género. Discursos y Prácticas desde la gubernamentalidad en América Latina. Signo y Pensamiento, 39(76). | Under a critical perspective this paper argues call into question the emergence of the digital gap concept and the deepening of the gender inequalities in Latin America, based on an archaeology and genealogy applied to documents produced by the governmentality during the term 2007-2017. To do so, this work takes into account the guidelines provided by international bodies intended to promote the use and appropriation of technologies particularly by the women. As a result, the relationships power-knowledge are shown as well as the techniques and practices of time control, body production and subjectivity production. It also shows the ruptures derived from the emancipatory practices after the alternative management of knowledge, which is disclosed through a virtual ethnography that explored the woman’s experience regarding the space, body, agency and violence as an evidence of the sexed condition in the displays and specifically on the internet. | cyber culture, gender, governmentality, digital gap | Spanish | Open access | ||||||||||||||
59 | 57 | (1) Morrell, Ernest; Ed.; (2) Rowsell, Jennifer; Ed. | Stories from Inequity to Justice in Literacy Education: Confronting Digital Divides. Routledge Research in Education | 2019 | Book | Routledge | https://doi.org/10.4324/9780367031138 | Morrell, E., & Rowsell, J. (Eds.). (2019). Stories from inequity to justice in literacy education: Confronting digital divides. Routledge. | N/A | N/A | English | Limited access | ||||||||||||||
60 | 58 | (1) Muñoz-Aroca, Annie; (2) Sánchez-Gordillo, Olinda; (3) Arias-Larrea, Francisco; (4) García-Espinoza, Lupe | La e-inclusión femenina y el desarrollo socioeconómico en el Ecuador: una perspectiva de género | 2018 | Articles | Revista Científica ECOCIENCIA | https://doi.org/10.21855/ecociencia.54.112 | Muñoz-Aroca, A., Sánchez-Gordillo, O., Arias-Larrea, F., & García-Espinoza, L. (2018). La e-inclusión femenina y el desarrollo socioeconómico en el Ecuador: una perspectiva de género. Revista Científica ECOCIENCIA, 5(4), 1–39. https://doi.org/10.21855/ecociencia.54.112 | This article deals with the incidence of information and communication technologies (ICT) in the social development of Ecuador, from a gender perspective; Its main objective was to determine whether the use and access to computers and the internet has a great influence on promoting academic success, generating employment, obtaining higher salaries and raising levels of competitiveness. To carry out this research, available statistical information was used on gender differences in relation to ICT, showing that social stereotypes have great influence on the development of women in society; It was also determined that although there is a disparity in access to information technologies by women, the use that can be given to them from the female perspective has a high degree of functionality and contribution to development. Social. This is how the promotion of e-inclusion is suggested as a public policy of economic and social development in Ecuador. | Gender, social development, information technologies, digital inclusion | Spanish | Open access | ||||||||||||||
61 | 59 | (1) Musungwini, Samuel; (2) Zhou, Tinashe Gwendoline; (3) Musungwini, Linnet | Challenges facing women in ICT from a women perspective: A case study of the Zimbabwean Banking Sector and Telecommunications Industry. | 2020 | Articles | Journal of Systems Integration | http://dx.doi.org/10.20470/jsi.v11i1.389 | Musungwini, S., Zhou, T. G., & Musungwini, L. (2020). Challenges facing women in ICT from a women perspective: A case study of the Zimbabwean Banking Sector and Telecommunications Industry. Journal of Systems Integration, 11(1), 21-33. | This research sought to establish why there is a low presence of women in ICT jobs, yet they con-stitute the larger percentage of the population. The researchers did a literature review, used a sur-vey questionnaire to collect statistical data, and carried out in-depth interviews with key inform-ants who were women in ICT-related jobs in the banking and telecommunications sector in Zim-babwe. According to the study, lack of digital exposure and career guidance posed the greatest challenge for women pursuing ICT-related careers, with 95.74% of the respondents citing this challenge. Interestingly, organizational constraints had the lowest response, possibly indicating that the organizational environment is no longer a discriminating factor towards the progression of women in their careers. The study recommended among others, proper career guidance of the opportunities that ICT has for women and this can be done by the parents, mentors, and institu-tions of higher learning. Career development programs and training can also go a long way in boosting the confidence of women and encouraging them to pursue ICT-related careers. | women in ICT; career guidance and development programs; work life balance; 50% diversity rule; gender stereotype; lack of mentors and role models | English | Open access | ||||||||||||||
62 | 60 | (1) Nieto Morales, Concepción; (2) Vázquez Fernández, María Josefa; (3) Nieto Cabrera, María Elena | El Trabajo de la Mujer en el Siglo XXI. La Experiencia de la Mujer en el Mundo Laboral | 2020 | Book | Dykinson. S. L. | https://doi.org/10.2307/j.ctv105bcdn | Nieto-Morales, C., Fernández, M. J. V., & Nieto-Cabrera, M. E. (Eds.). (2020). El trabajo de la mujer en el Siglo XXI. La experiencia de la mujer en el mundo laboral. Dykinson, S.L. https://doi.org/10.2307/j.ctv105bcdn | N/A | N/A | Spanish | Limited access | ||||||||||||||
63 | 61 | (1) Niyigena, Jean-Pierre; (2) Jiang, Qingshan; (3) Ziou, Djemel; (4) Shaw, Ruey-Shiang; (5) A S M Touhidul Hasan | Modeling the Measurements of the Determinants of ICT Fluency and Evolution of Digital Divide Among Students in Developing Countries—East Africa Case Study | 2020 | Articles | Applied Sciences | https://doi.org/10.3390/app10072613 | Niyigena, J.-P., Jiang, Q., Ziou, D., Shaw, R.-S., & Hasan, A. S. M. T. (2020). Modeling the Measurements of the Determinants of ICT Fluency and Evolution of Digital Divide Among Students in Developing Countries—East Africa Case Study. Applied Sciences, 10(7), 2613. MDPI AG. http://dx.doi.org/10.3390/app10072613 | During the last decade, information and communication technology has brought remarkable changes to the education style of developed countries, especially in the context of online learning materials accessibility. However, in developing nations such as the East African (EA) countries, university students may lack the necessary ICT training to take advantage of e-learning resources productively. Therefore, the comprehension of the key factors behind ICT fluency is a significant concern for this region and all the developing countries in general. This paper applies the Concentration Index and proposes a Logistic Regression based model to discover the key determinants of ICT fluency and to explore the evolution of the digital divide among EA students within the four years of undergraduate studies. To identify the principal determinants, data composing of 1237 participants is collected from three different universities in EA within a one-year period. The experimental results indicate that the digital divide among students decreases quite fast from the first year to the fourth year. Regression computational findings show that the key determinants of ICT fluency are the student urban/rural origin, computer ownership, computer experience, class year, and major. The findings provide heuristic implications for developers, practitioners, and policy makers for an improved ICT environment implementation in EA and the developing nations in general. | logistic regression; concentration index; digital divide; factors of ICT fluency; East Africa | English | Open access | ||||||||||||||
64 | 62 | Oiarte-Encabo, Sofía | Brecha digital, pobreza y exclusión social | 2017 | Articles | Temas laborales: Revista andaluza de trabajo y bienestar social | N/A | Olarte-Encabo, S. (2017). Brecha digital, pobreza y exclusión social. Temas laborales: Revista andaluza de trabajo y bienestar social, (138), 285-313. | This article analyzes the impact of the technological society from the perspective of the principle of equality and non - discrimination. To this end, the concepts and defining elements of the technological revolution and the digital divide are studied, starting from studies in various fields of knowledge and documents of international organizations. Based on important conclusions obtained such as the ambivalence of the phenomenon from a social point of view and its multiple implications, the situation and initiatives at EU level and their orientation are studied, as well as those adopted in Spain, with its continuities and differences, with a reference to the autonomous field. Instead of a single final conclusion, conclusions are drawn in each of the sections, which reveal the relevance of the digital divide, its complexity and important repercussions on social rights, as well as the advances and shortcomings of the policies Public, who are slowly moving towards building a social right to digital inclusion as a condition of full citizenship in the information society. | Digital divide, discrimination, poverty, exclusion | Spanish | Open access | ||||||||||||||
65 | 63 | (1) Palomares-Ruiz, Ascensión; (2) Cebrián-Martínez, Antonio; (3) García-Toledano, Eduardo; (4) López-Parra, Emilio | Digital gender gap in university education in Spain. Study of a case for paired samples | 2021 | Articles | Technological Forecasting and Social Change | https://doi.org/10.1016/j.techfore.2021.121096 | Palomares-Ruiz, A., Cebrián-Martínez, A., García-Toledano, E., & López-Parra, E. (2021). Digital gender gap in university education in Spain. Study of a case for paired samples. Technological Forecasting and Social Change, 173, 121096. | This article presents a research with the aim of analyzing the use of Information and Communication Technologies (ICT) to promote the empowerment, entrepreneurship, and leadership of women in today's society. We examine the digital gender gap in undergraduate studies in Spain by branch of education and its relationship with the rate of affiliation to the Social Security of graduates of Degree and Cycle after one, two and three years from the completion of their university studies. It is completed with a case study for samples paired with a quasi-experimental method, to determine if the alternative hypothesis of gender inequality in the means of grades, as an assessment of academic performance, could be accepted between two orientations of the subject taught. The results showed, in the experimental group, a higher motivation and in learning higher scores, compared to the control group, not finding statistically significant gender differences in academic performance. As a conclusion, we propose the transformation of teaching-learning methodologies for greater student involvement and more meaningful and relevant learning that contributes to the disappearance of the digital gender gap and empowers women. | Learning and knowledge technologies; Gender; Digital gap; Empowerment ; Leadership ; Methodologies | English | Open access | ||||||||||||||
66 | 64 | Pedraza-Bucio, Claudia Ivette | La brecha digital de género como vértice de las desigualdades de las mujeres en el contexto de la pandemia por Covid-19 | 2021 | Articles | Logos: Revista de Filosofía | https://doi.org/10.1016/j.techfore.2021.121097 | Pedraza-Bucio, C. (2021). La brecha digital de género como vértice de las desigualdades de las mujeres en el contexto de la pandemia por Covid-19. Logos: Revista de Filosofía, 49(136), 9-22. https://doi.org/10.26457/lrf.v136i136.2873 | The purpose of this paper is to analyze the digital divide as the vertex of the structural inequalities that shape the lives of women, in the context of the global Covid-19 pandemic that has placed Information and Communication Technologies (ICT ) at the center of social dynamics. For this, in the first sec tion the concept of digital divide is recovered as a vertex in which inequalities that condition access, use and appropriation of information and communica tion technologies converge, but also as a cause of them. The implications of gen der in the analysis of the digital divide are presented below; and based on this, the potential problems originated by the digital gender gap in the context of COVID are reviewed. The final intention is to insist in the need for policies and programs that attend the digital divide as a product of inequalities, but also as an emerging axis that maintain, reinforce, and renew them. | Digital divide, gender, Covid-19, ICT, inequality. | Spanish | Open access | ||||||||||||||
67 | 65 | (1) Pérez-Escoda, Ana; (2) Lena-Acebo, Francisco Javier; (3) García-Ruiz, Rosa | Brecha digital de género y competencia digital entre estudiantes universitarios | 2021 | Articles | Aula abierta | https://doi.org/10.1016/j.techfore.2021.121098 | Pérez-Escoda, A., Lena-Acebo, F. J., & García-Ruiz, R. (2021). Brecha digital de género y competencia digital entre estudiantes universitarios. Aula abierta, 50 (1), 505-514. https://doi.org/10.1016/j.techfore.2021.121097 | The development of technology has brought great benefits and opportunities however it has greatly contributed to widening social inequalities such as the digital gender gap. The objective of the study presented is to analyze the gender differences between formal and informal learning environments in the use of technology, specifically from the areas of digital competence. With a descriptive-correla tional quantitative methodology, a questionnaire was applied to a sample of 969 universities students from Spain, Colombia, Mexico and Ecuador. This work serves to show clear gender differences in both informal and academic use of the internet. Results indicate that with regard to daily Internet use, men feel more up-to-date and informed than women, and that women have more skills in terms of security. With regard to the use of the Internet for learning, the gender digital divide seems evident, since men feel more capable of solving technical problems and sharing content, while women are more concerned about the quality and presentation of academic work and more cautious when it comes to sharing content. In conclusion lines of action aligned with UNESCO’s objectives about the gender differences reduction can be purposed as a necessary research area. | Digital divide, digital skills, university students, ICT, gender gap | Spanish | Open access | ||||||||||||||
68 | 66 | (1) Perifanou, Maria; (2) Economides, Anastasios A. | Gender Digital Divide in Europe | 2020 | Articles | International Journal of Business, Humanities and Technology (IJBHT) | https://doi.org/10.30845/ijbht.v10n4p2 | Perifanou, M. A., & Economides, A. A. (2020). Gender Digital Divide in Europe. International Journal of Business, Humanities and Technology (IJBHT), 10 (4), 7-14. https://doi.org/10.30845/ijbht.v10n4p2 | This paper describes the digital divide between women and men in Europe. The paper presents the gender gaps in Europe across all areas of a woman’s life: digital skills in general, in education, in employment, in career evolution, in starting a business, and more. Various European authorities address the gender digital divide and call member States for actions. Finally, the paper recommends strategies to be implemented across the life phases of a woman (young girl, student, early career, advanced career) and across action areas (Raise Awareness & Promote, Educate & Train, Mentor & Guide, Network, Fund, Legislate). The actions should not only target women but also other Stakeholders such as parents, teachers, media people, influencers, employers, public authorities, chambers, associations, and general public. Finally, the paper proposes specific measures and indicators to monitor the progress made towards gender digital equality. | digital competence; digital skills; gender differences; gender digital divide; gender gap; gender strategies; ICT skills | English | Open access | ||||||||||||||
69 | 67 | (1) Porubčinová, Martina; (2) Novotná, Ivana | Work 4.0 Competencies in the Female Optics | 2020 | Articles | Vedecké Práce Materiálovotechnologickej Fakulty Slovenskej Technickej Univerzity v Bratislave so Sídlom v Trnave | https://doi.org/10.2478/rput-2020-0009 | Porubčinová, M., & Novotná, I. (2020). Work 4.0 Competencies in the Female Optics. Vedecké Práce Materiálovotechnologickej Fakulty Slovenskej Technickej Univerzity v Bratislave so Sídlom v Trnave, 28(46), 65-73. | Recently, the research in Industry 4.0 has been focused not only on the technological aspects of Industry 4.0, but also on the wellbeing of the workers and their autonomy and job satisfaction. In this paper, specific requirements related to Industry 4.0 implementation are reflected with regard to female element. Based on the analysis of the key challenges of the Industry 4.0 development, specific challenges in human capital of women are pointed out, such as e.g. the social skills, maintenance of non-routine jobs, and support to adaptation to Industry 4.0. The aim of the paper is to analyse if women in Slovakia are prepared for the of Industry 4.0 development in terms of digital access, digital literacy and digital attitudes (patterns of digital participation). | Industry 4.0; human capital; women in the labour market; digital literacy | English | Open access | ||||||||||||||
70 | 68 | Poveda, Sammia | A psychosocial analysis of development outcomes: a digital literacy case study in Myanmar | 2018 | Articles | International Development Planning Review | https://doi.org/10.3828/idpr.2018.12 | Poveda, S. (2018). A psychosocial analysis of development outcomes: a digital literacy case study in Myanmar. International Development Planning Review, 40(3), 273-297. | Information and communication technologies for development (ICT4D) research shows inconclusive impacts on human development. Some authors argue that impact can only be studied with a clear definition of development. This paper draws on the capabilities approach, critical pedagogy, and critical psychosocial well-being to propose a way of defining and operationalising development, to study a digital literacy initiative in Myanmar. Results show that while participants do indeed improve their digital skills, internalised constraints, such as self-censorship and fear of authority, limit teachers’ and students’ behaviours during the training sessions, impacting how all related to information. The paper argues that ICT4D will benefit from an understanding of development that acknowledges the social and psychological well-being of individuals, and how these affect each other, enhancing or constraining individuals’ development. This acknowledgement may also bring some light to why many initiatives have failed to have the expected impacts, in particular in a long-term perspective. | capability approach; critical pedagogy; critical psychosocial well-being; digital literacy; ICT4D | English | Open access | ||||||||||||||
71 | 69 | (1) Prendes-Espinosa, María-Paz; (2) García-Tudela, Pedro Antonio; (3) Solano-Fernández, Isabel-María | Igualdad de género y TIC en contextos educativos formales: Una revisión sistemática/ Gender equality and ICT in the context of formal education: A systematic review | 2020 | Articles | Comunicar | https://doi.org/10.3916/C63-2020-01 | Prendes-Espinosa, M., García-Tudela, P., & Solano-Fernández, I. (2020). Igualdad de género y TIC en contextos educativos formales: Una revisión sistemática. Comunicar, 63, 9-20. https://doi.org/10.3916/C63-2020-01 | This article focuses on gender equality as one of the most relevant objectives of the educational system to alleviate gender violence and combat stereotypes. At the same time, ICTs have become a very important educational tool in a digital society like the one where we live. Around these two topics we conducted this research whose purpose is, from the scientific production of the last six years, to analyze the educational practices in formal contexts that deal with gender equality and ICTs (infant, primary, secondary and higher education). The research design is a systematic review, based on the PRISMA statement and the PICoS strategy, using the 2013-2019 search period. After a screening process of a total of 90 documents, 18 papers were found that cover both study topics (gender and ICTs). A content analysis supported by semantic networks was performed, using Atlas.ti v.8. Among the main results, we highlight that most of the good practices in the different educational levels are related to the use of web 2.0. and STEM competences. Finally, we recommend the design of proposals that work on gender through ICTs, with the “smart classroom” as an interesting suggestion that is part of the emerging pedagogies. | Coeducation, feminism, gender equality, educational technology, childhood education, primary education, secondary education, higher education. | Spanish | Open access | ||||||||||||||
72 | 70 | (1) Ragnedda, Massimo; (2) Ruiu, Maria Laura | Digital Capital: A Bourdieusian Perspective on the Digital Divide | 2020 | Book | Esmerald publishing | N/A | Ragnedda, M., & Ruiu, M. L. (2020). Digital capital: A Bourdieusian perspective on the digital divide. Emerald Group Publishing. | NA | N/A | English | Limited access | ||||||||||||||
73 | 71 | Rai, Alka | Digital Divide: How Do Women in South Asia Respond? | 2019 | Articles | International Journal of Digital Literacy and Digital Competence (IJDLC) | 10.4018/IJDLDC.2019010101 | Rai, A. (2019). Digital Divide: How Do Women in South Asia Respond?. International Journal of Digital Literacy and Digital Competence (IJDLDC), 10(1), 1-14. | Technological advancement and rapid expansion of internet services have resulted in making people digitally literate. This paper attempts to take an in-depth look at the data of internet users in South Asia with a precise focus on gender perspective. South Asian communities enjoy relishing modern technologies with traditional socio-cultural practices, in some sections, women still do not get equal status and rarely participate in the decision-making processes even at the household level. Therefore, it would be noteworthy to identify whether technological expansion has helped in minimising the existing gender gap in the region or it has worked adversely! This paper is based on the secondary data and relevant literature available in the public domain. Data of the five South Asian countries—Afghanistan, Bangladesh, India, Nepal, and Sri Lanka—have been analyzed here. The paper has reflected the existing scenario and emerging trends in the current digital world. | developing countries; Digital Competence. Digital Divide; Digital gender divide; Digital literacy; Gender digital inequality; Gender Gap; South Asia | English | Limited access | ||||||||||||||
74 | 72 | (1) Raman, Arumugam; (2) Thannimalai, Raamani | Importance of Technology Leadership for Technology Integration: Gender and Professional Development Perspective | 2019 | Articles | SAGE Open | https://doi.org/10.1177/2158244019893707 | Raman, A., & Thannimalai, R. (2019). Importance of Technology Leadership for Technology Integration: Gender and Professional Development Perspective. SAGE Open, 9(4). https://doi.org/10.1177/2158244019893707 | Technology leadership is being redesigned to accelerate technology integration in schools to develop and sustain the skills needed to produce skilled manpower. Previous studies showed that the factors that prevented leaders and teachers from integrating information and communication technologies (ICT) in schools are lack of ICT training, teacher ICT competency, and access to ICT resources. This shows that there is a gap in technology integration in schools. This study aims to identify the importance of technology leadership for technology integration based on gender and professional development. This is a quantitative study using cross-sectional design. A total of 90 respondents were selected by systematic random sampling from 190 national secondary schools. The importance and performance matrix analysis revealed that professional development had high performance and was an important variable in the prediction of teachers’ technology integration, but gender was not. Thus, school management should give priority to digital age learning culture and digital citizenship constructs to accelerate teachers’ technology integration in school. | technology leadership; gender; professional development; structural equation modeling; technology integration | English | Open access | ||||||||||||||
75 | 73 | (1) Ramiréz-Castañeda, Luz Arabany; (2)Sepúlveda-López, Jheimer Julián | Brecha digital e inclusión digital: fenómenos socio–tecnológicos | 2018 | Articles | Revista EIA | N/A | Ramiréz Castañeda, L. A., & Sepúlveda-López, J. J. (2018). Brecha digital e inclusión digital: fenómenos socio–tecnológicos. Revista EIA, 15(30), 89-97. | There seems to be a difference among diverse communities, regarding the access and the use of technological tools, to satisfy necessities and to improve the quality of life of people, which is a phenomenon defined as: digital gap. To reduce the gap, there have been carried out several proposals and processes, by means of the digital inclusion phenomenon. It has been noted that, these two phenomena integrate social and technological factors, that must be considered to implement the programs or projects concerning this matter. Additionally, the Information Systems Management is a field of study, that comprises the sufficient knowledge to study this type of phenomena, since the management is a social sciences discipline, and the information systems are products developed in the exact sciences field. In this paper, it is appointed the relation between the Information Systems Management and the study (analysis, improvement, design and proposal) concerning the digital gap and the inclusion gap phenomena. | digital inclusión, digital divide, digital gap, information systems | Spanish | Open access | ||||||||||||||
76 | 74 | (1) Rodríguez-Díaz, M. Rosario; (2) Jiménez-Cortés, Rocío | Inclusión digital de las mujeres en las políticas españolas de la sociedad de la información | 2020 | Articles | Athenea Digital. Revista de pensamiento e investigación social | https://doi.org/10.5565/rev/athenea.2702 | Rodríguez-Díaz, M. R., & Jiménez-Cortés, R. (2020). Inclusión digital de las mujeres en las políticas españolas de la sociedad de la información. Athenea Digital. Revista de pensamiento e investigación social, 20(2), 2702. | Our aim is to reveal the different treatments of "digital inclusion of women" present in the Strategic Plans documents related to the Information Society in Spain. The narrative language of these Plans encloses the reality in "frameworks" that configure a concrete content through the selection and preponderance of cer tain attributes and specific arguments. Our analysis is based on a mixed methodol ogy: a quantitative content analysis and a phenomenographic focus for the inter pretation of the different conceptions of digital inclusion. The study analyzes a to tal of nine Strategic Plans: four of national scope and five of autonomic character. The results show the need to propose specific policies aimed at the digital inclu sion of women, since the content of the analyzed plans does not explicitly make them visible being. Terms like “equality” or “women” are sparsely used. The re sults also urge a review of stereotyped speeches in the drafting of generic plans. | Digital inclusion, Framework analysis, Public policies, Gender | Spanish | Open access | ||||||||||||||
77 | 75 | (1) Rodríguez-Moreno, Javier; (2) Ortiz-Colón, Ana María; (3) Cordón-Pozo, Eulogio; (4) Agreda-Montoro, Miriam | The Influence of Digital Tools and Social Networks on the Digital Competence of University Students during COVID-19 Pandemic | 2021 | Articles | International Journal of Environmental Research and Public Health | https://doi.org/10.3390/ijerph18062835 | Rodríguez-Moreno, J., Ortiz-Colón, A. M., Cordón-Pozo, E., & Agreda-Montoro, M. (2021). The Influence of Digital Tools and Social Networks on the Digital Competence of University Students during COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(6), 2835. http://dx.doi.org/10.3390/ijerph18062835 | The pandemic caused by COVID-19 has generated a transformation in students’ competences and university education, especially in the use of digital tools. This study aims to analyze the use of digital tools and social networks of university students during the COVID-19 pandemic. For the collection of information, a validated Likert questionnaire (10-point scale) was adopted. The instrument consisted of a total of 66 items comprising a total of seven dimensions. The sample contained 581 students pursuing degrees in Childhood Education and Primary Education. The analysis of the available information was carried out in two different stages. First, we started by performing an exploratory factorial analysis (EFA) to determine the underlying structure of the Digital Competence of Higher Education Students (DCHES) scale factor. In the second phase, we used SEM (structural equation modeling), a statistical approach to test the relationships between observed and latent variables. More specifically, we estimated a multiple indicators multiple causes (MIMIC) model. The results showed the importance of two of the considered covariates in explaining the variability of the different dimensions of the scale analyzed (DCHES) considering the use of social networks and digital tools of university students. In this sense, both the degree to which virtual tools are used to develop teamwork and the degree of use of YouTube when communicating most fully explained the level of digital skills among the university students studied. | higher education; COVID-19; digital tools; social networks | English | Open access | ||||||||||||||
78 | 76 | Rodríguez Portes, David L. | Brecha Digital de Género Entre Estudiantes de la PUCESE | 2018 | Articles | Revista Científica Hallazgos 21 | N/A | Rodríguez-Portes, D. L. (2018). Brecha Digital de Género Entre Estudiantes de la PUCESE. Revista Científica Hallazgos21, 3(3), 294-309. | The impact that information and communication technologies (ICTs) currently have is one more edge in the differences between women and men, manifested in the inequality of skills, use, content and valuation of these resources, which affects society, attempting against a better quality of life and social welfare of the population. This research addresses, from a gender perspective, the digital gap between students of the Pontifical Catholic University of Ecuador, Esmeraldas Campus (PUCESE) enrolled in the first half of the 2015 academic year, with the aim of knowing the relationships and correlations that exist based on gender and motivating elements of ICT among students, with a quantitative approach, to analyze the results of a survey of perception and knowledge of the study population, considering that it is precisely those who have previously benefited from the programs and projects that from the central and provincial governments seek to mitigate the existing digital gap. Despite the use of tools such as the SPSS platform, it has been difficult to find significant differences in a population with sociodemographic, cultural, technological, academic, and even similar knowledge in regards to gender, considering that in order to gain access to university, they must complete a leveling course that includes digital skills; However, it has been enriching to find that there are marked differences in some of the edges, and these constitute a baseline for further research. | gender; digital gap; ICT; accessibility; digital competences | Spanish | Open access | ||||||||||||||
79 | 77 | (1) Rodríguez Ruiz, Beatriz; (2) Agudo Prado, Susana | Género y alfabetización digital en el contexto laboral | 2020 | Book chapters | Aproximación periodística y educomunicativa al fenómeno de las redes sociales | N/A | Rodríguez-Ruiz, B., & Agudo-Prado, S. (2020). Género y alfabetización digital en el contexto laboral. Aproximación periodística y educomunicativa al fenómeno de las redes sociales, 967. | El objetivo de la investigación se centra en la valoración sobre de los recursos y dispositivos digitales emergentes, así como su capacidad para favorecer el desarrollo profesional en el contexto laboral. Para ello, han participado 307 mujeres jóvenes que desarrollan su actividad profesional una entidad laboral comercial de sector perfumería, cosmético y parafarmacia, a las que se aplicó la Escala de Recursos Tecnológicos Emergentes y Competencia Digital elaborada ad hoc. Los resultados a través de análisis descriptivos, de comparación de medias y anova, indican que los recursos tecnológicos constituyen un apoyo para el fomento de la creatividad y la innovación, señalando que la categoría profesional es un determinante a la hora de aprovechar todas las potencialidades de las TIC. | género; competencia digital; formación | Spanish | Open access | ||||||||||||||
80 | 78 | (1) Sánchez-Prieto, Jesús; (2) Trujillo-Torres, Juan Manuel; (3) Gómez-García, Melchor; (4) Gómez-García, Gerardo | Gender and digital teaching competence in dual vocational education and training | 2020 | Articles | Education Sciences | http://dx.doi.org/10.3390/educsci10030084 | Sánchez-Prieto, J., Trujillo-Torres, J. M., Gómez-García, M., y Gómez-García, G. (2020). Gender and Digital Teaching Competence in Dual Vocational Education and Training. Education Sciences, 10(3), 84. MDPI AG. http://dx.doi.org/10.3390/educsci10030084 | In recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Technologies (ICTs), a process that must be permanent and in which there are still knowledge gaps undermining its application. This study aims to determine whether this lack of digital skills is influenced by the gender of teachers, for example, whether there is a gender gap in ICT application in teaching, specifically Dual Vocational Education and Training, which is a teaching area that has been growing exponentially in recent years. A descriptive quantitative method has been used for this study with a sample of 1568 teachers of Dual Vocational Education and Training from the Autonomous Community of Andalusia, with data collected through a questionnaire. The results show that while the level of knowledge of ICT resources is medium among this group and is therefore improvable, there are no significant gender differences between teachers with respect to the application of e-skills by teaching professionals, despite the existence in other contexts of a large digital gender gap in new technology professionals. | ICT skills; teacher training; e-learning; gender; dual vocational education and training | English | Open access | ||||||||||||||
81 | 79 | Sciumbata, Floriana | Students of humanities and digital skills: a survey on Italian university students | 2020 | Articles | Umanistica Digitale | https://doi.org/10.6092/issn.2532-8816/9877 | Sciumbata, F. (2020). Students of humanities and digital skills: a survey on Italian university students. Umanistica Digitale, 4(8). https://doi.org/10.6092/issn.2532-8816/9877 | This paper presents a study carried out to survey the digital skills of Italian students belonging to the latest generation of digital natives and currently enrolled in university courses of humanities, in which IT and digital skills risk to be neglected both by the students’ interest and the range of offered courses. The study aims to understand how students perceive their level of digital skills and whether there is a discrepancy between their self-assessed level and their actual knowledge. Participants answered a survey of four sections, including preliminary questions, two self-assessment parts and a section containing multiple-choice questions, based on the European Framework of Digital Competences, on both theoretical and practical aspects of IT and digital skills. Results show that participants tend to overestimate their digital skills and that they lack knowledge of basic topics. Besides outlining the digital competences of Italian humanities students, this study points out digital skills that should be strengthen, whereas they are often taken for granted by teachers and institutions, although students need those skills in their university and professional life, but also for their daily digital needs. | N/A | English | Open access | ||||||||||||||
82 | 80 | (1) Sucari León, Reynaldo; (2) Zambrano Arce, César Teófilo; (3) Aroquipa Durán, Yolanda; (4) Chambi Condori, Nancy; (5) Vítor Flores, Rebeca | Más de un siglo para presenciar la alfabetización digital en el Perú | 2021 | Articles | PURIQ | https://doi.org/10.37073/puriq.3.3.206 | Sucari-León, R., Zambrano-Arce, C. T., Aroquipa-Durán, Y., Chambi-Condori, N., & Vítor-Flores, R. (2021). Más de un siglo para presenciar la alfabetización digital en el Perú. PURIQ, 3(3), 613-627. https://doi.org/10.37073/puriq.3.3.206 | Digital technology since its appearance in the world, took its time to reach Peru in the twentieth century, and little by little it is acquiring its consolidation today in the 21st century thanks to the processes of digital literacy, therefore, it is necessary and urgent that Peruvians have a sustainable digital literacy promoted by the education sector; the Ministry of Education and Universities, for professionals or not to function optimally with respect to the management of information in all sectors and areas, thus contributing to the development of our country. | digital literacy, new forms of communication, digital technology | Spanish | Open access | ||||||||||||||
83 | 81 | (1) Vico-Bosch, Alba; (2) Rebollo-Catalán, Ángeles | El aprendizaje de las mujeres sobre internet y redes sociales: validación y resultados generales de una escala | 2019 | Articles | Educación XX1 | 10.5944/educXX1.21469 | Vico-Bosch, A. & Rebollo-Catalán, M.Á. (2019). El aprendizaje de las mujeres sobre Internet y redes sociales: validación y resultados generales de una escala. Educación XX1, 22 (1), 375-400. | Reports and policies of digital inclusion on an international level highlight the importance of increasing the role of women in the knowledge society by promoting their skills in the use of the internet and social networks. This paper presents three scales used to measure their learning and some preliminary results obtained with them. We applied scales composed of 10 items each, which measure motives, strategies and learning resources respectively to 1,340 Spanish women aged 18 to 65, selected through stratified sampling by quotas considering age and employment status. The results indicate an optimal construct validity and a high reliability index of the three scales (motives, α = .890, strategies, α = .900, and resources, α = .872). The results show that women learn to use social networks and the internet for a wide variety of reasons, highlighting at a specific level the performance of administrative procedures, the development of hobbies or the management of their training. We also find that women deploy a variety of strategies using more frequently autonomous learning actions with support from friends and family, consulting websites and videotutorials, observing how other people do it and experimenting with technology itself. In conclusion, the scales are valuable to know how women learn about the internet and social networks. This study opens the way to rethinking the training offer aimed at increasing the visibility and prominence of women in the knowledge society, considering the nature and diversity of learning. | Social networks sites; learning; women’s studies; internet; reliability; validation | Spanish | Open access | ||||||||||||||
84 | 82 | (1) Vico-Bosch, Alba; (2) Rebollo Catalán, Ángeles | Incidencia de las políticas de inclusión digital en el uso de las redes sociales de mujeres de entorno rural | 2018 | Articles | Prisma Social: revista de investigación social | N/A | Vico-Bosch, A., & Rebollo-Catalán, Á. (2018). Incidencia de las políticas de inclusión digital en el uso de las redes sociales de mujeres de entorno rural. Prisma Social: revista de investigación social, (21), 263-281. | This paper aims to assess the impact of the Action Plan for Equality between Women and Men in the Information Society in the access and use of social networks of rural Andalusian women. We conducted a descriptive study based on surveys of 361 women between the ages of 26 and 65 and of rural areas of Andalusia. Scales are designed and applied to measure the access and use that women make of social networks, and it is studied according to the training received in technologies. To deepen in some aspects a study of multiple cases to 8 women older than 45 years through autobiographical interviews. The results suggest that the actions proposed in the Plan have had a positive effect on access and basic uses, but not so much on routinization and autonomy. These results serve to guide digital inclusion policies aimed at increasing the participation and exercise of full citizenship of women in the Information and Knowledge Society. We conclude the need to diversify the training actions contemplated as a measure of action to respond to the variety of profiles and motivations that women show. | Social networks; rural women; digital inclusion; digital divide; womens studies; Web 2.0 technologies; digital literacy. | Spanish | Open access | ||||||||||||||
85 | 83 | (1) Watson, Timothy; (2) Corliss, Michael; (3) Le, Michelle | Digitalisation and Women's Workforce Participation in the Indo-Pacific | 2018 | Articles | Australian Journal of Labour Economics | 10.3316/ielapa.098611388714981 | Watson, T., Corliss, M., & Le, M. (2018). Digitalisation and women’s workforce participation in the Indo-Pacific. Australian Journal of Labour Economics, 21(1), 45–74. https://search.informit.org/doi/10.3316/ielapa.098611388714981 | Between 2000 and 2016 the gap between women and men's workforce participation in the Indo-Pacific has narrowed, while indicators of digital connectivity and Internet use have grown rapidly. We find a robust and statistically significant correlation between Internet use and women's workforce participation controlling for country fixed effects, a time trend, and numerous other controls. The most conservative estimate suggests that, on average, growth in Internet use has been associated with around four-fifths of the increase in women's participation in the Indo-Pacific between 2000 and 2016. Instrumental variables estimation finds a stronger positive association between women's workforce participation and exogenously determined Internet use. Despite finding a positive association between Internet use and women's participation, a number of barriers exist that are preventing women from fully sharing in the benefits of the digital economy. Based on findings from the G20 Taskforce on Digitalisation, we consider a range of measures that policymakers in the Indo-Pacific can pursue to address these barriers. | labour economics; gender; technological change | English | Limited access | ||||||||||||||
86 | 84 | (1) Wong, Billy; (2) Kemp, Peter E. J. | Technical Boys and Creative Girls: The Career Aspirations of Digitally Skilled Youths | 2018 | Articles | Cambridge Journal of Education | https://doi.org/10.1080/0305764X.2017.1325443 | Wong, B., & Kemp, P. E. (2018). Technical boys and creative girls: the career aspirations of digitally skilled youths. Cambridge Journal of Education, 48(3), 301-316. | Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally skilled teenagers (aged 13–19), this article investigates their digital career aspirations and examines how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While it was found that digitally skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, the growing importance of creativity as a career pathway into digital technology is highlighted. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity. | Aspiration; discourse; gender; identity; digital technology | English | Open access | ||||||||||||||
87 | 85 | (1) Yildiz, Melda N.; Ed.; (2) Funk, Steven S.; Ed.; (3) De Abreu, Belinha S.; Ed. | Promoting Global Competencies through Media Literacy. Advances in Media, Entertainment, and the Arts (AMEA) Book Series | 2018 | Book | IGI Global | 10.4018/978-1-5225-3082-4 | Yildiz, M. N., Funk, S. S., & De Abreu, B. S. (Eds.). (2017). Promoting Global Competencies Through Media Literacy. IGI Global. | It is imperative that the 21st century population develops media literacy competence at several levels. Schools possess a crucial role in achieving these competencies and as such, teachers need to be equipped with effective methods and training. Promoting Global Competencies Through Media Literacy is an advanced reference publication featuring the latest scholarly research on transdisciplinary and transformative assessment practices from primary-level to university-level educational settings. Including coverage on a broad range of topics such as digital storytelling, virtual environment, and cross-cultural communication, this book is ideally designed for academicians, researchers, and librarians seeking current research on current trends in media literacy in educational settings. | N/A | English | Limited access | ||||||||||||||
88 | 86 | Yong, Su-Ting | Digital Native Students: Gender Differences in Mathematics and Gaming | 2017 | Articles | International Journal of Virtual and Personal Learning Environments (IJVPLE) | 10.4018/IJVPLE.2017070102 | Yong, S. T. (2017). Digital native students: Gender differences in mathematics and gaming. International Journal of Virtual and Personal Learning Environments (IJVPLE), 7(2), 13-26. | The purpose of this study was to explore gender differences among digital native students in mathematics learning and gaming. A quantitative dominant mixed methods approach was employed in which quantitative surveys [174 students] and qualitative interviews [eight students, eight parents and six teachers] were administered concurrently. Data collected has revealed that students are characterized as digital natives and do not portray a significant gender gap in technology usage. Nevertheless, males and females tend to demonstrate their digital native characteristics differently. Males are more likely to play computer games and acknowledge the many benefits of gaming. Moreover, boys have better spatial skills, and they are more confident in mathematics. While females still lag behind males in spatial abilities and mathematics confidence in the past, digital native females are not helping to close the gender gap. Essentially, girls could play more computer games to strengthen their spatial abilities. | Computer Games; Digital Native; Gaming; Gender; Mathematics; Multitasking; Spatial | English | Open access | ||||||||||||||
89 | 87 | Yu, Zhonggen | Third-Level Digital Divide in English Teaching and Learning | 2018 | Articles | International Journal of Information and Communication Technology Education (IJICTE) | 10.4018/IJICTE.2018070106 | Yu, Z. (2018). Third-Level Digital Divide in English Teaching and Learning. International Journal of Information and Communication Technology Education (IJICTE), 14(3), 68-80. | This article describes how information and communication technologies (ICT) are growing important in English teaching and learning. Based on the model of digital divide, this article focuses on the third-level digital divide. Through interview and large-scale survey by using a questionnaire designed based on a digital divide model, this article attempts to determine the gender differences in the third-level digital divide in English teaching and learning, together with correlations between attitude toward ICT, educational level, and economic status. It is concluded that (1) there are significant gender differences in the third-level digital divide in English language learning and teaching, (2) there is a significant positive correlation between attitudes toward ICT and the third-level digital divide in English learning and teaching, (3) there is significant positive correlation between educational level and third-level digital divide in English learning and teaching, (4) there is significant positive correlation between economic status and the third-level digital divide in English learning and teaching. Advantages and disadvantages of this article and future research directions were also discussed. | Attitude Toward ICT; Economic Status; Educational Level; English Teaching and Learning; Gender Difference; Third-Level Digital Divide | English | Limited access | ||||||||||||||
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