Abstract:

Telecom boom since 2000 and ‘Digital Bangladesh’ campaign since late 2008 created significant nationwide hype, resulting rapid increase in the use of digital devices. While studies are being conducted to use the ability of “power users of technology” for reducing digital divide, there is hardly any data available on them in Bangladesh context. A study was conducted to study the digital divide and ICT usage pattern among the urban students and teachers of schools and colleges in Dhaka, the capital of Bangladesh. About 75 students enrolled in statistics course of Independent University, Bangladesh in autumn 2009 participated in the survey activities. Total 33 academic institutes were south for approval and 11 could be surveyed before the Chirstmas and annual recess. This paper summarizes the ICT usage pattern for drawing attention of school administration and policy makers for effective utilization of the strengths of “power users”.
A questionnaire was developed based on initial semi-structured interview with randomly selected students from these academic institutions. The 41-question questionnaire was developed to study the usage of computer, internet, mobile and other handheld devices, radio, television and CD/DVD players. A slightly different questionnaire was developed for teachers. 967 students and 186 teachers participated in the survey. The paper-based survey responses were stored in an online questionnaire survey application of web-based learning management system.
Among student respondents 24% were from English Medium and 76% from Bangla medium institutions. From class VI –XII, the survey group represent the secondary and higher secondary education level in Bangladesh. Male respondents were 53% and female 43%, remaining are missing.
Significantly higher percentage of students can use and own desktop, laptop, cellphone, iPOD and MP3 player. While teachers mostly use computers for work (73%), study (45%) and listening music (34%), students use for playing games (63%), listening musing (62%) and study (44%). 69% teachers and 66% students use social networking sites. Top three online activities for students are music (53%), games (47%) and chat (42%), for teachers these are study (55%), chat (40%) and music (33%). Students use more mobile features than teachers. Interestingly 59% teachers and 61% students have more than one SIM card. More than 50% of students and teachers use mobile for listening radio. Data shows that the more than 73% teachers and students are e-ready to use ICT in schools.
English medium and Bangla medium school teachers and students come from different social classes and usually has different ICT usage behavior. For such reasons, data are further analyzed and reported in this paper.

Keywords:

Digital divide, e-readiness.