Advances in information and communication technology have brought many opportunities and also challenges known as
digital divide, that is, those who have and those who have not
access to the ICTs. There are major barriers in
bridging the digital divide. One of the most important is the
infrastructure. Infrastructure is required for the real access of ICT. Many other issues are involved in bridging the digital divide. But it is important to recognize that there have been developments, which point towards a positive direction. Moreover, it is our firm belief that any digital divide program which does not take into account the emerging handheld technologies’ capacity to support the development of new distributed childhood risk having no or only partial impact on the youth that they serve. There are new ecologies of childhood learning that people are barely aware of happening at the local level: homes, schools, and community centers. ICT is not properly integrated into the rural areas. High cost of ICT is one of the major factor for this little awareness. Government must provide ICT in the rural scheme on a larger scale. Furthermore, the cost of various ICT components should be reduced to enable the poor students to buy. Computer software should also be in their own mother tongue language so they use it more effectively. No doubt, Government is providing infrastructure for the access of computers and
internet in schools but there are lack of other resources like electricity. There should be no unauthorized cuts in the working hours of schools. Power cuts in schools must be pre-announced. In case of power failure, alternative arrangements for 24 hrs power supply facility should be ensured in schools like generator. Students-computer ratio should be minimized. Computer lab should be well maintained, fully equipped with the latest know how and up dated regularly. Only than the students can be fully equipped with computer education by spending more
time on computer. No doubt, the hurdles are complex but a systematic approach to bridging the digital gap is possible. There is a need for community leaders, government agencies, policy makers, industry people, community-based program staff, and researchers to look beyond simple access to hardware and software. It is more valuable to address issues of teaching and learning with technology in informal settings located in disadvantaged communities.
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