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Bridging the Digital Divide in the Access and Usage of Technology Through Digital Literacy in Rural Vocational Schools
Abstract
The digital divide phenomenon presents a significant challenge in rural vocational schools, where disparities in access to and utilisation of technology can hinder educational opportunities for marginalised individuals. Despite the extensive body of research on the integration of digital technologies in academic settings, there remains a notable deficiency in understanding effective digital literacy practices tailored specifically for vocational education. This study employs resource and appropriation theory to explore the inequalities in technological access and usage within vocational institutions. The investigation identifies four distinct types of digital divides: the physical access divide, the skills access divide, the usage divide, and the network or internet divide. The findings suggest that bridging the digital divide necessitates a collaborative approach involving four critical stakeholders: vocational institutions, industry partners, government agencies, and rural communities, thereby fostering an inclusive environment.
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