Since the fourth industrial revolution began, access to information has been achieved through technology. Since the spread of smartphones, people have been able to get the information they want in real-time. As a result, they live a remarkably better life than people did in the past by using smartphones.
The problem is that social, geographic, or geopolitical influences have created disparities in access to the ‘tool’ between groups of people. For example, in Korea, where the mobile phone penetration rate is over 95%, the gap between the younger and older generations using smartphones is already widening.
Education and learning are closely related to income in any era and situation. In capitalism in the information age, the income of highly educated people is inevitably higher than that of less-educated people. The problem here is that the environment in which less-educated people can acquire information is more accessible for highly-educated people’s children. Therefore, it is a story of an environment in which the phenomenon of income inequality is passed on. Such a vicious cycle precedes social inequality. Also, the vicious circle is highly likely to continue in the knowledge society. Moreover, because the information provided is based on capitalism, it is highly likely to lead to an economic power gap.
The education gap between vicious circles could grow even more comprehensively. It means that social inequality will further deepen. Consequently, efforts to solve this problem are necessary. Experts believe that continuous education is required rather than a one-time education according to the flow.
Due to this, the socially marginalized class does not receive sufficient benefits from the advancement of informatization. On the contrary, they cannot adapt to the informatization of social services, such as administration and welfare, resulting in limited opportunities for basic daily life social participation.
The information gap is mainly due to the difference in the initial cost of using the Internet or PC for economic reasons.
A solution to this problem is still under study. First, however, let us look at the flow of research by country. Then, as the proportion of informatization education in ‘public education in charge of each country’s informatization education gradually increases, the evaluation that public education holds the key to the solution is dominant.
In the post-corona era, we live in a society where an increasingly accelerating information gap is inherited. However, it is evaluated that we live in an era where it is revealed that education can lead the way to creating a society with equal opportunities.
The social problem that the information gap will create since the fourth industrial revolution started, can be solved through access to information through Technology and Public Education.
Since the spread of smartphones, people have been able to get the information they want in real-time. As a result, they live a remarkably better life than in the past by using them.
The problem is that social, geographic, or geopolitical influences have created disparities in access to the ‘tool’ between groups of people. For example, in Korea, where the mobile phone penetration rate is over 95%, the gap between the younger and older generations using smartphones is already widening.
Education and learning are closely related to income in any era and any situation. In capitalism in the information age, the income of highly educated people is inevitably higher than that of low-educated people. The problem here is that an environment in which low-educated people can acquire information is more straightforward than children of high-educated people. Then, in conclusion, it is a story of an environment in which the phenomenon of income inequality is passed on. Such a vicious cycle precedes social inequality. Also, the vicious circle is highly likely to continue in the knowledge society. Moreover, because the information provided is based on capitalism, it is highly likely to lead to an economic power gap.
The education gap between vicious circles could grow even more comprehensive. It means that social inequality will further deepen. Therefore, efforts to solve this problem are necessary. Experts believe that continuous education is required rather than a one-time education according to the flow.
Due to this, the socially marginalized class does not receive sufficient benefits from the advancement of informatization. On the contrary, they cannot adapt to the informatization of social services such as administration and welfare, resulting in limited opportunities for basic daily life social participation.
The information gap was mainly due to the difference in the initial cost of using the Internet or PC for economic reasons.
A solution to this problem is still under study. First, however, let us look at the flow of research by country. Then, as the proportion of informatization education in ‘public education in charge of each country’s informatization education gradually increases, the evaluation that public education holds the key to the solution is dominant.
In the post-corona era, we live in a society where an increasingly accelerating information gap is inherited. However, it is evaluated that we live in an era where it is revealed that education can lead the way to creating a society with equal opportunities.
Reference list
Gans, J. (2020). The pandemic information gap : the brutal economics of COVID-19. Cambridge, Massachusetts: The Mit Press.
Kang, H.J. and Kim, S.J. (2020). Critical Discussion on Previous Studies on Multi-cultural Digital Divide. korean policy sciences review, 24(2), pp.1–21.
Siefert, M., Gerbner, G. and Fisher, J. (1989). The Information gap : The Information gap : how computers, other new technologies affect the social distribution of power. New York: Oxford University Press.
Yi (2004). 정보격차를넘어평등사회로 : 농촌과도시간정보격차, 어떻게해소할것인가? / Chŏngbo kyŏkch’a rŭl nŏmŏ p’yŏngdŭng sahoe ro : nongch’on kwa tosi kan chŏngbo kyŏkch’a, ŏttŏk’e haeso halkŏt in’ga? 커뮤니케이션 북스, Taehan Min’guk, Sŏul: K’ŏmyunik’eisyŏn Buksŭ.
