Digital inclusion : the challenges

• Main Author: Choli, Hatice
• Published: University of Greenwich 2010
• Subjects: 370; LC Special aspects of education
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571417

This research investigated attitudes and behaviours of socially excluded individuals as they engage with further learning through digital technologies in individually orientated and free informal learning settings. The study specifically explored the impact of socio-personal attitudinal and behavioural factors that may impede participation. The research was concentrated in a South East London borough and based within a successful joint initiative between a local authority and third sector organisations. This unique partnership, of over 25 centres, provided access to the hardest to reach groups in the deprived communities of the borough. A number of case studies have been included that give a flavour of the poignant journeys of socially excluded individuals. Past research in this area has been mainly limited to the investigation of economic barriers. The principal focus of this study is Azjen’s social psychological Theory of Planned Behaviour (TpB) which was concerned with localised social determinants of the individual. Research data was collected through questionnaires based on TpB and the raw data derived from these were statistically analysed using inferential statistics, chi-square (x2) on SPSS. In addition, a number of interviews were also carried out to gain further insight into the broad perceptions of the individuals. Interview transcripts were analysed and two emergent themes identified: attitude and behaviour. The statistical analysis revealed that latent experiences and perception played a vital role in individuals’ life choices. These provide the foundation of the socio-personal factors that impact on socially excluded adults and influence their attitudes, behaviour and decision making process. In this study these have been shown to have an impact on attitudes towards any sort of learning/training including IT skills. The combination of poor experiences of school, no/low academic achievement, low self-esteem and confidence, along with a fear of failure has led to lives of worklessness or a continuous cycle of low skilled, low-waged employment, vulnerable to economic change. In addition, a minor analysis contributed through Bourdieu’s concepts established that the individual’s social class/group produced inherent issues of almost unconsciously accepted differentiation between the dominated and dominant classes.