Digital inclusion and its impact on the society, education and the barriers to digital literacy.

2.  A term used to describe the discrepancy
between people who have access to and the
resources to use new information and
communication tools, such as the Internet,
and people who do not have the resources
and access to the technology.

3.  Digital Inclusion aims at creating an informed
society by including the digitally excluded as
we proceed on the road of development

4. e-Inclusion 'more necessary
now than ever'
 The explosive growth of global information
and communications networks (including the
Internet) and the equally dramatic expansion
in the power and affordability of information
technologies amount to nothing less than an
economic revolution with profound global
implications (Egypt example)

5.  The benefits of digital technologies can be
categorised in two ways:
 • Direct: where they immediately impact
upon the user
 • Indirect: where greater „back office‟
efficiency leads to indirect savings through,
 for example, the freeing up of public
resources for improved frontline delivery

6. • Who is digitally disadvantaged?
• What barriers are preventing digitally
disadvantaged people from engaging directly
with digital technologies?

7.  •Digitally included: have easy access to the
internet at home, work or place of
 education, and make use of it.
 Digitally determined: use the internet, but do
not have access at a convenient
 location (home, work or college).
 Connected non-users: are those who live in a
household which has internet
 access but do not use it.
 Disconnected non-users: are those who don‟t
have access at home and do not
 use the internet.

8.  • Access – whether an individual has some
means to access the technology in
 terms of affordability, time, training or support,
literacy levels, disabilities and
 usability of interfaces.
 • Motivation – whether the individual sees the
benefit from or has interest in
 accessing these technologies.
 • Skills and confidence – whether the individual
is able to, and feels able to,
 make affective use of technologies. Concerns
about security also fall into this
 category.

9.  The need to change attitudes
 The need to support those vulnerable in the
use of wider digital technologies
 The need to improve skills, confidence and
trust

11.  “Rural India must take advantage of
„knowledge-intensive‟ techniques for its
sustainable development and sustainable
consumption”- Madaswamy Moni, Deputy
Director General, National Informatics Centre,
Department of Information Technology

12.  The Task Force on digital inclusion in
Jharkhand suggested “mainstreaming ICT in
the areas of: research, development,
education, extension and training” of the
agricultural sector for achieving
sustainability.

13.  LONG TERM
◦ development of agricultural informatics and
communication;
◦ development of digital network for farmers;
mainstreaming of ICT for collaborative research
models for sustainable improvement at the
grassroots level;
◦ development of appropriate manpower at the
grassroots level

14.  SHORT TERM
◦ development of agricultural commodity-wise portal;
development of intranet solutions;
◦ strengthening / promoting of agricultural
information system of the central sector scheme;
undertaking proof-of-concept projects in pilot
districts;
◦ establishment of agri centres in agricultural
colleges, Birsa Agricultural University, and ICAR
institutes located in the state;

15. ◦ rural empowerment and development through e-
Learning; networking of stakeholders:
establishment of model centres;
◦ synergisation of agricultural science and computer
science.

16.  A networked library environment plays an
important role in rural revitalisation, as
libraries have emerged as a sunrise industry
in recent years

17.  Women‟s ability to contribute fully
towards shaping the development of
the global knowledge, economy and
society is usually constrained by many
inequalities

18.  Infrastructure
 Education and skills
 Socio-cultural issues
 Financial resources
 Media limitations

19.  The primary players of digital literacy fall in
eight categories:
◦ Cyberlibertarians- These are the “Netizens” who
launched the Internet revolution
◦ Pro-Technology Social Engineers-believe the
Internet is empowering but who worry that its
growth is having unintended and sometimes dire
consequences for society
◦ Old Economy Regulators- there is nothing
inherently unique about the Internet and that it
should be regulated in the same way that
government regulates everything else

20. o Pro-tecnology moderates- staunchly pro-
Internet and sees information technology as a
force for both economic growth and social
empowerment
o Pro-Technology Conservatives- view the
digital revolution as a truly momentous and
liberating force
o Moral Conservatives- This group sees the
Internet as a dangerous place

21. o High-Tech Companies- This group
encompasses the politically savvy hardware,
software, and telecom companies
o Bricks and Mortar Companies- These are the
companies, professional groups, and unions
that gain their livelihood from old-economy,
face-to-face, business transactions

22.  Use of digital technology to foster economic
growth and revolution in may sectors has led
to greater use of ICT since the recent years.
 However, the increasing digital gap is a key
concern in the wider usage of ICT by all
segments of people, owing to the economic
disparity.