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- Vol 7 RE: Chapter 12, App D
digital dividedigital inequalitytechnology accessdigital skillspatterns of technology usedigital inclusiontechnology-mediated outcomesBook Evidence summaryAt a glance
Van Dijk argues that the digital divide is not a binary between people who do and do not possess an internet connection. Digital inequality unfolds through a cumulative sequence: motivation to engage with technology, material access to suitable devices and connections, operational and information skills, patterns of use, and the benefits people obtain.
Key ideas
As connectivity spreads, inequalities can shift toward device quality, autonomy of access, skills, breadth and purpose of use, and outcomes in education, work, health, civic participation, and relationships. These gaps interact with differences in income, education, age, gender, disability, ethnicity, geography, and social resources, potentially reproducing or deepening wider inequality. The book reviews theories, international evidence, measurement problems, and policies, rejecting both technological optimism and the idea that access alone solves exclusion. Interventions need coordinated infrastructure, affordable and appropriate equipment, accessible design, relevant content and services, sustained skills development, support networks, and institutional change.
Why it matters
For education, counting connected learners is therefore insufficient: educators must examine whether students have reliable devices, privacy, support, critical and creative skills, meaningful opportunities to use technology, and equitable gains from participation.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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