The digital divide in India: use and non-use of ICT by rural and urban students
| Date | 03 April 2018 |
| DOI | https://doi.org/10.1108/WJSTSD-07-2017-0021 |
| Pages | 156-168 |
| Published date | 03 April 2018 |
| Author | B.T. Sampath Kumar,S.U. Shiva Kumara |
| Subject Matter | Public policy & environmental management,Environmental technology & innovation |
The digital divide in India:
use and non-use of ICT by
rural and urban students
B.T. Sampath Kumar and S.U. Shiva Kumara
Department of Studies and Research in Library and Information Science,
Tumkur University, Tumkur, India
Abstract
Purpose –The purpose of this paper is to know the frequency, place, and purpose of use of computer. It also
aimed to know the various problems faced by the students in using the computer and to know the reasons for
not using computer by rural and urban students.
Design/methodology/approach –A total of the 2,592 sample population were selected from 64 rural and
urban high schools of two districts of Karnataka state. A structured questionnaire was used for the data
collection and data have been analyzed using Software Package for Social Science. Statistical tests, namely,
χ
2
and one-way ANOVA were applied to test the formulated hypotheses.
Findings –The results of the study showed that only 20.66 percent rural students and 69.70 percent of urban
students used computer for various academic purposes. Further, most of the rural and urban students opined
that “electric power failure”and “lack of computer”skills were major problem in using computer.
Originality/value –Today, the computer education in schools plays an important role in student’scareer
development and enhances the quality of learning among students. Thus, the local government/school
authoritiesmay provide the minimumICT infrastructure in both schoolsand more particularlyin rural schools.
Keywords India, ICT, Digital divide, Computer literacy, Rural and urban students
Paper type Research paper
1. Introduction
During last two decades,most of the developed countries have witnessed significant changes
traced by ICTs. These multi-dimensional changes have observed in almostall aspects of life,
namely, economics, education, communication, and travel. In the technology-driven society,
getting information quickly is important for both sender and receiver. According to Daniels
(2002), ICTshave become within a very short time,one of the basic building blocksof modern
society. Many countries now regard the basic skillsand concepts of ICT as part of the core of
education, alongside reading, writing, and numeracy.
In India, the benefits of ICTs have not reached the expected level in the rural areas and
still the Indian rural population living with a minimum level of ICTs. As per the 2011 census,
72.2 percent of the population lives in rural areas and the remaining 27.8 percent lives in
towns and urban agglomerations (Roy, 2012). Most of the Indian villages are lacking proper
ICT infrastructure though India spends 28 percent for ICT. The rural tele-density is also
very low as compared to the urban areas. A wide rural-urban disparity, which is further
aggravated on the regional basis, has created an acute divide in a variety of social and
economic activities including education.
In a country like India, literacy is the main foundation for social and economic growth.
When the British rule ended in India in the year 1947, the literacy rate was just 12 percent.
Over the years, India has changed socially, economically, and globally. After the 2011
census, the literacy rate in India was found to be 74.04 percent. Compared to the adult
literacy rate, here the youth literacy rate is about 9 percent higher (Census, 2011). Latest
world development indicators show that in information society indicators, i.e., computer,
World Journal of Science,
Technology and Sustainable
Development
Vol. 15 No. 2, 2018
pp. 156-168
© Emerald PublishingLimited
2042-5945
DOI 10.1108/WJSTSD-07-2017-0021
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/2042-5945.htm
This research work was supported by the Indian Council of Social Science Research (ICSSR)
New Delhi, India.
156
WJSTSD
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