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Broadly speaking, the difference is not necessarily determined by the size or depth to the user group, but any ICTs and media that different segments of society can use. With regard to the Internet, easy access is only one aspect; the quality of connection and auxiliary services, processing speed and other capabilities of the computer used, and other factors could also be part of the difference (Davison and Cotten, 2003 ), although one doesn't need even a personal computer to connect to the Internet (see also MSN TV , Webphone , PDA , Mobile Phone ). The problem is often discussed in an international context, indicating certain countries such as the U.S. are far better equipped than are less-developed countries to exploit the benefits of the rapidly expanding Internet. This Global Digital Divide will be discussed in a separate article. The idea of the digital divide resonates with "common sense" skepticism about claims of the revolutionary power of the Internet and the emerging utopian Information Society . Some suggest that the Internet and other ICTs are somehow transforming society, improving mutual understanding, reducing power differences, realizing a democratic society, and producing other effects. However, some skeptics point out that not every gap is a problem. Rebentisch of FFII criticized that most definitions of 'digital divide' fail the proper criteria and reflect a negative view towards information technology. The definition of 'digital' was fuzzy in the context of 'digital divide'. A Nielsen report shows strong growth of Internet access in undeveloped countries. DIMENSIONS OF THE DIVIDE The digital divide is not a clear single gap that divides a society into two groups. Researchers report that disadvantages can take such forms as lower-performance computers, lower-quality or high-priced connections (i.e. Narrowband or Dialup connections), difficulty in obtaining technical assistance, and less access to subscription-based content. In the early days of digital divide analysis, the availability of Internet access at an affordable cost was the key issue. However, this distinction became obsolete with the social penetration of the Internet and technological advances. Many people can get cheap access in local Internet Cafe s. Today the argument has moved to skills and literacy. Training people in computer skills often entails teaching them to read and write first. Another key dimension of the Digital Divide is the Global Digital Divide , reflecting existing economic divisions in the world. This global digital divide widens the gap in economic divisions around the world. Countries with a wide availabilty of internet access, can advance the economics of that country on a local and global scale. In today's society, jobs and education are directly related to the internet. In countries where the internet and other technologies are not accessible, education is suffering, and uneducated people cannot compete in our global economy. This leads to poor countries suffering greater economic downfall and richer countries advancing their education and economy. Other issues include the following:
NATIONAL INTEREST AND SOCIAL BENEFIT There are a variety of arguments about why closing the digital divide is important. The major arguments are as follows: # Economic equality: Some think that access to the Internet is a basic component of civil life that some developed countries aim to guarantee for their citizens. Telephone service is often considered important for the reasons of security. Health, criminal, and other types of emergencies may indeed be handled better if the person in trouble has an access to the telephone. Also important seems to be the fact much vital information for career, civic life, safety, etc. is increasingly provided via the Internet, especially on the web. Even social welfare services are sometimes administered and offered electronically. # Social mobility: If computers and computer networks play an increasingly important role in continued learning and career advancement, then education should integrate technology in a meaningful way to better prepare students. Without such offerings, the existing digital divide disfavors children of lower socio-economic status, particularly in light of research showing that schools serving these students usually utilize technology for remediation and skills drilling due to poor performance on standardized tests. This type of technology use does not prepare students to be innovative problem solvers that will be integral to future social mobility. In order to provide equal opportunities, government might offer some form of support, and teachers need appropriate training in integrating technology. # Democracy: Some think that use of the Internet would lead to a healthier democracy in one way or another. Among the most ambitious visions are that of increased public participation in elections and decision making processes. Direct participation (Athenian democracy) is sometimes referred to in this context as a model. # Economic growth: Some think that the development of information infrastructure and active use of it would be a shortcut to the economic growth. Information technologies in general tend to be associated with productivity improvements. The exploitation of the latest technologies may give industries of a country a competitive advantage. Also deemed important are information industries, including development of hardware and software, online services, and many others. Some think promoting some of those industries is of national interest. The broader goal of developing the information economy may involve some form of policies addressing the digital divide. Having a greater portion of the domestic labor force capable of working in information industries, for example, may be considered beneficial. EXTERNAL LINKS
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