Human society has been rapidly changing since the advent of the first industrial revolution of steam engine in the early 20th century. This was followed by the second industrial revolution of electric power helping in mass production and the third one in the field of electronics and information communication technology (ICT).
Now, the fourth industrial revolution is building on the third one, creating artificial intelligence, robotics, nanotechnology and so on. Developed nations are in the fourth industrial revolution era whereas developing nations are going through the third phase.
This ICT or digital revolution has not only affected our economic systems of production and distribution but also has influenced the human life, fundamentally altering the way we live, we work and we relate to one another. China has the largest internet user population, followed by India, US and Brazil. Iceland has 100 per cent internet user population while 30 per cent of Indian population use internet.
There is not only digital divide among nations but also within a nation. The World Economic Forum’s Global Information Technology Report 2015 on ICT has identified wide digital division in countries except Singapore, Finland, Sweden, Netherlands, Norway, Switzerland, USA,UK, luxermberg and Japan.
While reports on degree of digital access of population of different nations are available, there was no global study on “digital access” of children and young people. ‘The State of the World’s Children 2017: Children in a digital world” report has illuminated the dynamics of children in the digitalized society. Chapter one of the report, examines the digital-opportunities for the children and the young people in general and for the disadvantaged children in particular.
For example, ICT is bringing education to the children in remote parts of Brazil and Cameroon and to the girls in Afghanistan who cannot leave their homes. Chapter two, examines the digital divide and about the children and the young people who are being left behind in the digital world. They are nearly one third of all youth of the world, around 346 million of 15–24 year old population. The digital divide goes deeper than just connectivity. In a world where 56 per cent of websites are in English, many children cannot find content they can understand. Many lack the skills as well as the access to devices like laptops. Chapter three examines digital dangers, including the internet’s impact on children’s right to privacy and expression.
Chapter four speaks on the digital childhood which throws light on how digitalization is changing the childhood, the children’s friendship patterns, the way they spend their leisure time.
Chapter five focuses on digital priorities how society can harness the power of digitalization to benefit the most disadvantaged children and limit the harms to protect those children who are most vulnerable such as a)Providing all children with affordable access to high-quality online resources b)Protecting children from online harm c) Safeguarding children’s privacy d)Teaching digital literacy to keep children informed, engaged and safe online, e) leveraging the power of the private sector to advance ethical standards and practices that protect and benefit children online ,f)Putting children at the centre of digital policy. Actions should also include developing better data about children’s access and activities online, developing regulatory frameworks that recognize the distinct needs of children, strengthening coordination and knowledge sharing at the global level to address the challenges of a digital world, deepening collaboration with children’s organizations and engaging more systematically with policymakers and lawmakers.
India has low level of internet access than the developed world.
Different States have different degree of internet connectivity. While urban centers of India and States like Goa and Kerala have higher digital access, States like Odisha and Chhattisgarh have low digital access. There is a need for expansion of digital capacity of states like Odisha. Along with expansion of internet infrastructure, the Odisha Government must develop digital infrastructure of school and colleges to universalise digital access of students. Schools and colleges shall not only give the children digital skills but shall be able to educate them on the pros and cons of digital society including safety.
Recently, the Blue whale game has threatened Odisha and other States.
The case has gone to the Supreme Court and the court had instructed the State Governments to ensure safety. There is need for development of comprehensive safety system and safety law for the children surfing net through computer or smart phones or social media.
In Odisha, the State Government is supplying computers to schools. But it is not available to the aided- schools. The Panchayat High School of Duarsani, Bhwanipatna Block , Kalahandi, has got few computers from MP lAD fund but has no teachers .Class-10 Dalit students like Prem Pasad Bag and Jayant Naik are interested to learn computer at school. Jayant Naik has a Blackberry set but he does not use internet.
The students of the class feel that they should use internet only after joining college. This is interesting as the local culture has set an age limit for the internet access of children. The students have heard of the Blue whale game but thought it to be a virus.
On the other hand, English medium schools like St Xavier’s School, Khandagiri, Bhubaneswar, has digitalized the institution and provided digital boards in each class along with computer labs for subject-students. However, the internet is only provided to the higher students in the computer- lab under the guidance of teachers. The City Women’s College, Unit-8, Bhubaneswar, is a women’s college where computer is accessed by commerce and the science students who opt for the computer subject. Arts student like Jyoti Patra does not have access to the computers.
Beyond the institutional access, the children and young people have personal access to the internet through smart phones and other devices. It is the responsibility of the parents, the teachers, the District Child Protection Units, and the police to educate and protect the digital children.