Essay Draft 2 Edited 10/9/2014

Introduction

Despite Singapore being the 12^th most wired country in the world, 15% of the population earning less than $2700 a month still do not own a computer or have internet access (Tham, 2014). In the aspect of education, these statistics raises a red flag as the above mentioned households also consists of students who because of their lack of access to the internet are being denied of educational opportunities. Because the digital divide between students from these households and their peers still persist, the Info-Communications Development Authority of Singapore (IDA) should evaluate and revise its NEU PC Plus Programme (NEU Plus) to be more inclusive in its attempt to reduce the digital divide between students in Singapore. In the current context, the IDA’s attempt at reducing this digital divide has unintentional drawbacks that may negatively affect a student’s education potential. This essay will further elaborate on NEU Plus and reviewing on its effectiveness.

NEU PC Plus Programme

The NEU Plus was established in 1999. The aim was to build an all-inclusive society where every student has access to the computer and the internet. With 3 schemes under its umbrella namely the PC-Bundle Scheme, The iNSPIRE Fund Scheme and The Grant Scheme for Schools, the programme ensures that low income students would be able to afford a computer and broadband access in spite of the extent of their financial situation.

Under the PC-Bundle Scheme, Singaporean students are able to purchase a computer with free software and 3 years of broadband subscription at a subsided rate of $146 for a desktop and $241 for a laptop. Those who are unable to afford subsidised rates will be channelled to the iNSPIRE Fund Scheme where they can engage in 3 to 12 months of community service as a form of payment for their computer and broadband services. The Grant Scheme for Schools on the other hand provides schools with the autonomy to deploy computers, software and broadband services to low income students within their schools.

Evaluation

Low Surfing Speed

The broadband surfing speed offered under the NEU Plus is 1 megabyte. This significantly differs from the average broadband surfing speed of 1 gigabyte provided by telecommunication companies like M1, Starhub and SingTel (Home Broadband, n.d). This means that as compared to their peers, students benefitting from this programme are at a severe disadvantage.

Students’ activities on the internet are being limited by the low surfing speed. At just 1 megabyte, they are unable to multi-task which is one of the main characteristics of internet usage in the modern age. They are also unable to steam YouTube videos or load content heavy sites such as The Straits Times, Yahoo and BBC that may be useful for the learning (Tham, 2014). Not only that, they will also face difficulty accessing their respective school portals.

Digital divide is the inequality in the internet access and usage. In order to reduce the digital divide, it is not just about providing computers and internet access. Slow surfing speeds affect the student’s usage of the internet. As compared to their peers, they are still left behind as they are unable to fully benefit from the various educational opportunities presented to them via the internet.

Long Processing Time

Following the SARS outbreak in 2003, the Ministry of Education, Singapore (MOE) realised the need for a dependable online learning platform should students have to be quarantined for a prolonged duration (Retnasamy & Kaliamoorthy, 2007). This has prompted the teaching sector to integrate more online learning in school curriculums.

The integration of online learning has made the internet a very important tool in a student’s education. Students would often require access to the internet to download PowerPoint slides, tutorials, engage in e-learning activities and also for assignment submission. Important announcements are also being disseminated on school websites or social media platforms like Facebook. In simple terms, the access to internet is vital to ensure that a student is able to keep abreast with the demands of Singapore’s education system. 

The long processing time would act as barrier for low income students to be able to fully participate in educational online activities such as doing online research, being involved in group projects or even basic activities such as downloading of course materials. With Singapore’s fast paced education, it will be difficult for these low income students to catch up. This puts them at a severe disadvantage.  

One Computer per House Policy

Regardless of the number of students per household, each household is only entitled to one computer (The PC-Bundle scheme, n.d.). If a household has 5 students, one can only imagine the difficulties faced by these students of having to share a single computer which is equipped with a 1Mb broadband service. As of 2013, 66% of Singapore households have 2 computers or more (Infocomm Usage - Households and Individuals, n.d.). As compared to the low income students, majority of students in Singapore are much well off as they have access to multiple devices.

With low surfing speeds and just 1 computer to rely on, low income students would be spending a larger amount of time attending to online tasks as compared to their peers. This results in the low income students not being able to perform tasks efficiently and effectively on the internet. With the limited time at hand, the quality of work produced may be negatively affected.

Conclusion

In order to promote a greater balance in the educational opportunities provided to students in Singapore, the IDA should review and include certain improvements in their current programmes. As the issue of digital divide is a complex one, the measures provided by IDA should extent to more than just providing computers and broadband connection. The speed of the internet, the students to computer ratio and the bureaucracy leading to a long processing time needs to be effectively addressed. Quality internet access should be given to provide the low income students with opportunities to gain a holistic education which may hold the key for them to break out of the poverty cycle.   

References

Home Broadband. (n.d.). Retrieved September 27, 2014, from: https://www.m1.com.sg/personal/home-broadband

Infocomm Usage - Households and Individuals. (n.d.). Retrieved October 1, 2014, from:http://www.ida.gov.sg/Infocomm-Landscape/Facts-and-Figures/Infocomm-Usage-Households-and-Individuals#1

Retnasamy, K., & Kaliamoorthy, S. (2007, May). Development of ICT in Tamil Language Education in Singapore – An Overview. Proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference. Retrieved October 1, 2014, from: https://conference.nie.edu.sg/2007/paper/papers/ITE283.pd

Tham, I. (2014, March 13). Bridging the digital divide. The Straits Times. Retrieved September 27, 2014, from: http://www.straitstimes.com/the-big-story/case-you-missed-it/story/bridging-the-digital-divide-20140317

The PC-Bundle scheme. (n.d.). Retrieved October 9, 2014, from: http://www.ida.gov.sg/Individuals-and-Community/Community-Development/NEU-PC-Plus-Programme/Schemes/NEU-PC-Plus-Programme-PC-Bundle-scheme

Tips and Guides For Consumer -NEU PC Plus Programme. (n.d.). Retrieved September 27, 2014, from: http://www.ifaq.gov.sg/IDA/apps/fcd_faqmain.aspx?qst=2fN7e274RAp+bUzLdEL/mCxs7iwcgv8gv2atNDOvsLDAFlTRTVg3uCukPRv+LSt1dWmofBk7gQU0AsWPQDY1SIkdsHWD8C+uu+KESk6JbvWWKzLMlIR+tQdcU7Ul7rvGqDUQ2gK52jCh+PQOTZarVbfp8qt0u3Z3GYkyTUH7X0XlOyT1bJF/KfnpxiaeiXqLQVWBbWp2Hb63rlAxpciuVMH2RUKv3St5WutuRizUsCxT6tJQM/FELg==

Essay Draft 2

1. Introduction

Despite Singapore being the 12^th most wired country in the world, 15% of the population who earns less than $2700 a month still do not own a computer or have internet access (Tham, 2014). In the aspect of education, these statistics raises a red flag as the above mentioned households also consists of students who because of their lack of access to the internet are being denied of educational opportunities. Because the digital divide between students from these households and their peers still persist, the Info-Communications Development Authority of Singapore (IDA) should evaluate and revise its NEU PC Plus Programme (NEU Plus) to be more inclusive in its attempt to reduce the digital divide between students in Singapore. In the current context, the IDA’s attempt at reducing this digital divide has unintentional drawbacks that may negatively affect a student’s education potential. In this essay, I will be further elaborating on the NEU Plus and reviewing its effectiveness.

2. NEU PC Plus Programme

The NEU Plus was established in 1999. The aim was to build an all-inclusive society where every student has access to the computer and the internet. With 3 schemes under its umbrella namely the PC-Bundle Scheme, The iNSPIRE Fund Scheme and The Grant Scheme for Schools, the programme ensures that low income students would be able to afford a computer and broadband access in spite of the extent of their financial situation.

Under the PC-Bundle Scheme, Singaporean students are able to purchase a computer with free software and 3 years of broadband subscription at a subsided rate of $146 for a desktop and $241 for a laptop. Those who are unable to afford subsidised rates will be channelled to the iNSPIRE Fund Scheme where they can engage in 3 to 12 months of community service as a form of payment for their computer and broadband services. The Grant Scheme for Schools on the other hand provides schools with the autonomy to deploy computers, software and broadband services to low income students within their schools.

3. Evaluation

3.1 Low Surfing Speed

The broadband surfing speed offered under the NEU Plus is 1 Mb. This significantly differs from the average broadband surfing speed of 1Gb provided by telecommunication companies like M1, Starhub and SingTel. This means that as compared to their peers, students benefitting from this programme are at a severe disadvantage.

Students’ activities on the internet are being limited by the low surfing speed. At just 1 Mb, they are unable to multi-task which is one of the main characteristics of internet usage in the modern age. They are also unable to steam YouTube videos or load content heavy sites such as The Straits Times, Yahoo and BBC that may be useful for the learning. Not only that, they will also face difficulty accessing their respective school portals.

Digital divide is the inequality in the internet access and usage. In order to reduce the digital divide, it is not just about providing computers and internet access. Slow surfing speeds affect the student’s usage of the internet. As compared to their peers, they are still left behind as they are unable to fully benefit from the various educational opportunities presented to them via the internet.

3.2 Long Processing Time

Following the SARS outbreak in 2003, the Ministry of Education, Singapore (MOE) realised the need for a dependable online learning platform should students have to be quarantined for a prolonged duration (Retnasamy & Kaliamoorthy, 2007). This has prompted the teaching sector to integrate more online learning in school curriculums.

The integration of online learning has made the internet a very important tool in a student’s education. Students would often require access to the internet to download PowerPoint slides, tutorials, engage in e-learning activities and also for assignment submission. Important announcements are also being disseminated on school websites or social media platforms like Facebook. In simple terms, the access to internet is vital to ensure that a student is able to keep abreast with the demands of Singapore’s education system. 

The long processing time would act as barrier for low income students to be able to fully participate in educational online activities such as doing online research, being involved in group projects or even basic activities such as downloading of course materials. With Singapore’s fast paced education, it will be difficult for these low income students to catch up. This puts them at a severe disadvantage.  

3.3 One Computer per House Policy

Regardless of the number of students per household, each household is only entitled to one computer. If a household has 5 students, one can only imagine the difficulties faced by these students of having to share a single computer which is equipped with a 1Mb broadband service. As of 2013, 66% of Singapore households have 2 computers or more (Infocomm Usage - Households and Individuals, n.d.). As compared to the low income students, majority of students in Singapore are much well off as they have access to multiple devices.

With low surfing speeds and just 1 computer to rely on, low income students are would be spending a larger amount of time attending to online tasks as compared to their peers. This results in the low income students not being able to perform tasks efficiently and effectively on the internet. With the limited time at hand, the quality of work produced may be negatively affected.

4. Conclusion

In order to promote a greater balance in the educational opportunities provided to students in Singapore, the IDA would have to review and include certain improvements in their current programmes. As the issue of digital divide is a complex one, the measures provided should extent to more than just providing computers and broadband connection. The speed of the internet, the students to computer ratio and the bureaucracy leading to a long processing time needs to be effectively addressed. Quality internet access should be given to provide the low income students with opportunities to gain a holistic education which may hold the key for them to break out of the poverty cycle.   

References

Infocomm Usage - Households and Individuals. (n.d.). Retrieved October 1, 2014, from: http://www.ida.gov.sg/Infocomm-Landscape/Facts-and-Figures/Infocomm-Usage-Households-and-Individuals#1

Retnasamy, K., & Kaliamoorthy, S. (2007, May). Development of ICT in Tamil Language Education in Singapore – An Overview. Proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference. Retrieved October 1, 2014, from: https://conference.nie.edu.sg/2007/paper/papers/ITE283.pd

Essay Draft 1

Despite Singapore being the 12^th most wired country in the world, 15% of the population who are earning less than $2700 a month still do not own a computer nor have internet access (Tham, 2014). As these households have school-going children, this digital divide raises a red flag. This has prompted the Info-Communications Development Authority of Singapore (IDA) to roll out the “NEU PC Plus Programme (NEU Plus) to reduce the digital divide between students. The IDA’s attempt to reduce the digital divide between low income students and their peers has drawbacks that unintentionally contribute further to the digital divide. In this essay, I will be further elaborating on the program and reviewing its effectiveness.

NEU PC Plus Programme

The NEU Plus was established in 1999. The aim was to build an all-inclusive society where every student has access to the computer as well as the internet. With 3 schemes under its umbrella namely the PC-Bundle Scheme, The iNSPIRE Fund Scheme and The Grant Scheme for Schools. The programme ensures that low income students will be able to afford a computer and broadband access despite their financial situation.

Under the PC-Bundle Scheme, Singaporean students are able to purchase a computer with free software as well as a 3 years broadband subscription at a subsided rate of $146 for a desktop and $241 for a laptop. Those who are unable to afford subsidised rates will be channelled to the iNSPIRE Fund Scheme where they can engage themselves for a 3 to 12 months of community work as a form of payment for their computer and broadband services. The Grant Scheme for Schools on the other hand provides schools with the autonomy to deploy computers, software and broadband services to low income students within their schools.

Evaluation

Low Surfing Speed

The broadband surfing speed offered under the NEU Plus is 1 Mb. This differs significantly from the average broadband surfing speed of 1Gb provided by telecommunication companies such as M1, Starhub and Singtel. This means that as compared to their peers, students benefitting from this programme are at a severe disadvantage.

Students’ activities on the internet are limited by the low surfing speed. At just 1 Mb, they are unable to multi-task, one of the main uses of the internet in the modern age. They are also unable to stream YouTube videos and even load content heavy sites such as The Straits Times, Yahoo and BBC. Not only that, they will also face difficulty accessing their respective school portals.

Digital divide is defined as the inequality in the internet access and usage.  The digital divide cannot be solved just by providing computers as well as internet access. This is because, slow surfing speeds affects the student’s usage of the internet. Hence, they are still not up to par with their peers as they are unable to fully benefit from the various educational opportunities provided for them via the Internet.

Long Processing Time

Following the SARS outbreak in 2003, the Ministry of Education, Singapore (MOE) realised the need for online learning that they can depend on if students would have to be quarantined for a prolonged duration (Development of ICT in Tamil Language Education in Singapore – An Overview, 2007). This has prompted the teaching sector to integrate more online learning during the school curriculum

Therefore, the internet has become a necessity in a student’s education. Students would often require access to the internet to download PowerPoint slides, tutorials, engage in e-learning activities and also for assignment submissions. Important announcements are also being disseminated on school websites or social media platforms such as Facebook. In addition, the internet is now an important avenue for student research activities.

Due to its strict guidelines and criterias, the minimum processing time required is 3 months. This means that a student is unable to fully participate in school online activities for 3 months. This puts them at a severe disadvantage. They are unable to do critical activities such as doing online research, being involved in group projects or even basic activities such as downloading course materials.

With Singapore’s fast paced education, it will be difficult for these low income students to catch up.  As compared to their peers who owns a working computer and have access to the internet, they will be at a severe advantage. Being denied of internet access in these 3 months will snowball the negative impacts of the digital divide between low income students and their peers.  

1 Computer per House Policy

Regardless of the number of students per household, each household is only entitled to one computer. If a household has 5 students, one can only imagine the difficulties faced by these students. They have to share a single computer which is only equipped with a 1Mb broadband service.

As of 2013, 66% of Singapore households have 2 computers or more (Infocomm Usage - Households and Individuals, n.d.). As compared to the low income students, majority of students in Singapore are much well off as they have access to multiple devices.

With low surfing speeds and just 1 computer to rely on, low income students are still indirectly affected by the digital divide. They would be spending a larger amount of time attending to online tasks as compared to their peers. Hence, this results in the low income students not being able to perform tasks efficiently and effectively on the internet.

Conclusion

The NEU PC Plus Programme is in need of a major overhaul. The measures to reduce digital divide within students should not just be solely by providing computers and internet access. The speed of the internet and the students to computer ratio should also be taken into consideration. Providing proper internet access to ensure equal educational opportunities could be a low income household’s chance to break out from the poverty cycle. Hence, it is important to not only provide internet access but quality internet access to those in need.  

References 

Development of ICT in Tamil Language Education in Singapore – An Overview (2007). Proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Singapore. Retrieved October 1, 2014, from http://conference.nie.edu.sg/2007/paper/papers/ITE283.pd

NEU PC Plus Programme. (n.d.). Retrieved September 27, 2014, from http://www.ida.gov.sg/Individuals-and-Community/Community-Development/NEU-PC-Plus-Programme

Home Broadband. (n.d.). Retrieved September 27, 2014, from https://www.m1.com.sg/personal/home-broadband

Infocomm Usage - Households and Individuals. (n.d.). Retrieved October 1, 2014, from http://www.ida.gov.sg/Infocomm-Landscape/Facts-and-Figures/Infocomm-Usage-Households-and-Individuals#1

Tham, I. (2014, March 13). Bridging the digital divide. The Straits Times. Retrieved September 27, 2014, from http://www.straitstimes.com/the-big-story/case-you-missed-it/story/bridging-the-digital-divide-20140317

Tips and Guides For Consumer -NEU PC Plus Programme. (n.d.). Retrieved September 27, 2014, from http://www.ifaq.gov.sg/IDA/apps/fcd_faqmain.aspx?qst=2fN7e274RAp+bUzLdEL/mCxs7iwcgv8gv2atNDOvsLDAFlTRTVg3uCukPRv+LSt1dWmofBk7gQU0AsWPQDY1SIkdsHWD8C+uu+KESk6JbvWWKzLMlIR+tQdcU7Ul7rvGqDUQ2gK52jCh+PQOTZarVbfp8qt0u3Z3GYkyTUH7X0XlOyT1bJF/KfnpxiaeiXqLQVWBbWp2Hb63rlAxpciuVMH2RUKv3St5WutuRizUsCxT6tJQM/FELg==

Essay Outline

Outline

Main topic area:

• Digital divide between students in Singapore

Main problem identified:

• Low income (less than $2700 gross monthly income) students lack access to the internet.
• 15% of households (170, 000) do not have access to the internet or own a computer.
• Most of these households have student going children.
• Implies that these students do not have equal educational opportunities as compared to other students.

Solution:

IDA has come up with 2 solutions to make computers, laptops and broadband connections more affordable for low-income students.

1. NEU PC Plus Programme (3 schemes: PC-Bundle scheme, The iNSPIRE Fund scheme, The Grant Scheme for Schools)
2. IDA broadband only scheme

Evaluation of Solution (Is it effective?):
1. Low Surfing Speed

• Broadband surfing speed provided under this scheme: 1Mb.
• Maximum speed that a student can upgrade to: 2Mb
• Normal surfing speed (home broadband) offered by Singtel, M1 and Starhub: 1Gb

The low surfing speed limits student’s activities on the internet. Students are unable to multi-task and stream YouTube videos. They will also face difficulty loading “content-heavy” websites such The Straits Times and Yahoo. It would also be difficult to access school portals to download academic related documents.

Such low surfing speeds will not solve digital divide. In fact, it acts as a contributing force. The limited access to the internet still results in students being left behind as compared to their peers.

2. Long Processing Time

• Total processing time: 3 months

After the SARS outbreak in 2003, teachers are relying more on online platforms for educational purposes. Students would often require access to the internet to download PowerPoint slides, tutorials, engage in e-learning or even for project submissions. Important announcements are also being disseminated on school websites or social media platforms such as Facebook.

The long processing time hinders students from being fully involved in school activities. For 3 months, they are unable to contribute effectively and will find difficulties in keeping up.

3. 1 Computer per House Policy

• The programme only allows 1 computer per house regardless of the number of school-going children per household.
• Those who already own computers are not allowed to apply for this scheme.

In a typical household setting, each student would have 1 laptop or computer. This would enable them to effectively use the Internet to support and enhance their learning.
With only 1 computer and a low surfing speed, low income students benefitting from this programme would still be at a disadvantage.

Thesis Statement:

Despite being the 12^th most wired country in the world, 15% of the population earning less than $2700 a month still do not own a computer or have internet access. With Singapore gearing towards online-based education, the Info-communications Development Authority of Singapore rolled out NEU PC Plus Programme and the IDA broadband only scheme to reduce the digital divide between students in Singapore. In this essay, I will be elaborating more on these programmes and reviewing on their effectiveness in reducing the digital divide between students in Singapore. 

Citations 
Tips and Guides For Consumer -NEU PC Plus Programme. (n.d.). Retrieved September 27, 2014, from http://www.ifaq.gov.sg/IDA/apps/fcd_faqmain.aspx?qst=2fN7e274RAp+bUzLdEL/mCxs7iwcgv8gv2atNDOvsLDAFlTRTVg3uCukPRv+LSt1dWmofBk7gQU0AsWPQDY1SIkdsHWD8C+uu+KESk6JbvWWKzLMlIR+tQdcU7Ul7rvGqDUQ2gK52jCh+PQOTZarVbfp8qt0u3Z3GYkyTUH7X0XlOyT1bJF/KfnpxiaeiXqLQVWBbWp2Hb63rlAxpciuVMH2RUKv3St5WutuRizUsCxT6tJQM/FELg==

Home Broadband. (n.d.). Retrieved September 27, 2014, from https://www.m1.com.sg/personal/home-broadband

NEU PC Plus Programme. (n.d.). Retrieved September 27, 2014, from http://www.ida.gov.sg/Individuals-and-Community/Community-Development/NEU-PC-Plus-Programme

Tham, I. (2014, March 13). Bridging the digital divide. The Straits Times. Retrieved September 27, 2014, from http://www.straitstimes.com/the-big-story/case-you-missed-it/story/bridging-the-digital-divide-20140317

BBC Article Summary

Previous

According to Wakefield, the increasing gap between those with access and those with no access to technology is causing ‘digital divide’ to become a global issue. Research done by International Telecommunications Union (ITU) indicates that a country’s extent of ‘digital divide’ is correlated to its economy. This prompts countries to attempt to close the ‘digital divide’ through building infrastructure and providing computers to unconnected areas. However, it is not just about providing resources but diving deeper and finding other issues that hinder people from being connected. By addressing these issues, the degree of ‘digital divide’ can be reduced and more people can enjoy the benefits that come with connectivity. 

Edited

According to Wakefield (2010), there is an increasing gap between those with and without access to the internet. She defines this gap as the “digital divide”. According to her, research by the “International Telecommunications Union (ITU)” indicates that the extent of “digital divide" is directly related to the country’s economy. Knowing this, and the advantages of being connected, countries have introduced programmes to reduce the “digital divide”. For example in Hungary, in order to reach out to villagers, a “wi-fi village programme” was introduced. It provided infrastructure, sold recycled computers and educated villagers on how to use the internet. However, in the article, it was argued by a report author from New America Foundation (NAF), Meinrath, that it was not just about providing infrastructure and connectivity but about having an all-rounded approach to reach those who are yet to be connected to the internet.

An Event That Has Shaped My Life and The Person That I Have Become (Edited on 21/9/2014)

I could feel my heart palpitating. My hands that were usually dry felt moist and sticky. I could not believe that my worst fears had come true. My school principal had just told me that junior college (JC) was not the route for me and that polytechnic would be a better choice. Although he was sympathetic and attempted to reassure me, all I could hear was him telling me that my results were not good enough and that I was forced to leave.

It was on this day that I felt that I lost my balance in life and had fallen into a bottomless pit. For months, I refused to meet outsiders as I did not want them to know that I was kicked out of school. I was afraid and struggled to face reality. 

However, one day, I realised that moping around will not make things better. I sought for external help and support from family members, friends and school counselors. It was then I decided to take a leap of faith and applied for Ngee Ann Polytechnic (NP), Diploma in Business Studies. Although I was afraid, I forced myself to try. This was the only way for me to regain my self-confidence.

While in NP, I used my experience in JC to motivate me to work harder than I have ever had. When I manage to pass my first examination in NP, I was elated. Slowly, I regained my self-confidence and began to feel better about myself.

Everyone is bound to have challenges in their lives. Without challenges, life would be mundane. By overcoming challenges, we are able to learn new skills and life experiences that shape us into better individuals. I learnt all this from my experience in JC. Through this, I became a more resilient person. I no longer give up easily and would constantly try to achieve better results.  Now, whenever I face uncertainties, I will remember the time I managed to stand on my two feet again. I believe that as long as I continue to try, I will be able to achieve anything.

Reader Response Draft 3

Article: World Wakes Up to Digital Divide

According to Wakefield (2010), there is an increasing gap between those with and without access to the internet. She defines this gap as the “digital divide”. According to her, research by the “International Telecommunications Union (ITU)” indicates that the extent of “digital divide" is directly related to the country’s economy. Knowing this, and the advantages of being connected, countries have introduced programmes to reduce the “digital divide”. For example in Hungary, in order to reach out to villagers, a “wi-fi village programme” was introduced. It provided infrastructure, sold recycled computers and educated villagers on how to use the internet. However, in the article, it was argued by a report author from New America Foundation (NAF), Meinrath, that it was not just about providing infrastructure and connectivity but about having an all-rounded approach to reach those who are yet to be connected to the internet.

Although I do agree that income has a correlation to communities’ having internet access, I believe that there are other reasons such as the lack of priority and irrelevancy that can contribute to the “digital divide”. In this essay, I will further elaborate on the above-mentioned reasons and also highlight “unintended consequences” of reducing the “digital divide

The first thing that caught my attention was the research findings of NAF. They found out that less than 10% of the Native Americans were using the internet. I found it interesting that the low usage was not due to low income. In fact, the underlying reason was that internet access was much more expensive in the “tribal homelands”. In these homelands, usage of those who were connected was more than the national average. This shows that contrary to popular beliefs, income is not the sole reason for the lack of internet access.

One factor that could be hindering low income people from being connected to the internet is the lack of priority on internet access.  Why should they be concerned about the internet when they have more important things to worry about such as food and daily needs? Internet is therefore regarded as a secondary need in their lives. According to the Maslow’s hierarchy of needs, people would put physiological needs first before social needs (McLeod, 2007). Therefore, having food to eat is significantly more important than being connected to the rest of the world through the internet.

The second factor is irrelevancy. Some people might not find the internet relevant in their lives. This is often applicable to the silver generation who are in fact able to afford internet access. It is common to hear the elderly saying that that the internet is not useful to them. They have no friends to connect with and they do not need to search for any new information. I can truly understand their point of view. Many of us make use of the internet for academic purposes, entertainment, to read the news or simply to connect with our friends.  For the silver generation, many functions of the internet are not applicable to them. Why should they be on Facebook or Twitter if none of their friends have accounts? This shows that the irrelevancy of the internet to their lives is a driving force behind them being unconnected.

The two reasons provided above are just the tip of the iceberg. In order to reduce “digital divide”, it goes beyond building infrastructure and providing computers to those who are unconnected. Researchers or organisations would have to look into the root causes on why some choose to stay unconnected. The issue of the “digital divide” cannot be analysed from a one-dimensional point of view. For example, in the article, Wakefield states that Finland is attempting to reduce its "digital divide" through “declaring internet access to be a human right”. Therefore, it was assumed that those who were unconnected were willing to adopt internet access. However, in reality, this is not entirely true. 

Throughout this article, I noticed that Wakefield is assuming that internet access brings about economic prosperity. It may be due to the ability to collaborate and benefit from the increase in innovation and possibly entrepreneurship. However, does the internet really contribute to an increase in economic progress? According to Richtell (2012), research showed that as more low-income children have access to the internet, they are spending too much time on it for entertainment instead of using it for productive uses. This gives rise to the “time-wasting gap” where children are spending precious time without contributing to the nation’s progress and economy. In their attempt to reduce the “digital divide”, researchers, policy makers and governments have created “unintended consequences”.

Hence, all in all, this article was useful in proving readers information on how the “digital divide” is mainly caused by the inability to afford the internet. However, it failed to show other factors that can also lead to the “digital divide”. In order for it to be an all-rounded article, it should also highlight the various "unintended consequences" that surfaced as a result of the many efforts made to reduce “digital divide”.

References

McLeod, S. (2007, January 1). Maslow's Hierarchy of Needs. Retrieved September 7, 2014,  from: http://www.simplypsychology.org/maslow.html

Richtell, M. (2012, May 29). Wasting Time Is New Divide in Digital Era. The New York Times. Retrieved September 7, 2014, from: http://www.nytimes.com/2012/05/30/us/new-digital-divide-seen-in-wasting-time-online.html?pagewanted=all&_r=0

The Digital Divide, ICT and the 50x15 Initiative. (n.d.). Retrieved September 7, 2014, from: http://www.internetworldstats.com/links10.htm

Wakefield, J. (2010, March 19). World wakes up to digital divide. BBC News. Retrieved September 7, 2014, from: http://news.bbc.co.uk/2/hi/technology/8568681.stm