Digital Divide v/s Family Divide (Essay Final Draft)

Alongside with the rapid development of the digital technology, the global usage of Internet has exhibited an exponential growth within the past few decades. In light with the mounting trend, the existence of digital divide has always been strongly debated for causing significant problems throughout the world. According to the Measuring the Information Society Report 2013 by International Telecommunication Union (ITU), Malaysia emerged as having the fourth-highest proportion of ‘digital natives’ in the world. On top of that, 90% of urban youths are using the Internet (Soh, Chew & Ang, 2008). Yet, when these ‘digital natives’, representing the group of Generation X and younger, stumble across the ‘digital immigrants’, specifically their parents, a family divide is formed.

This generational gap is not computed solely on the age, but also in terms of culture. Digital natives ‘speak and breathe the language of computers’ whereas for digital immigrants, dealing with technology is just not as easy as how the other group views it (Zur, O. & Walker, A, 2011). Zur and Walker (2011) also mention that this situation will eventually cause ‘misunderstandings, misperceptions, conflict, disharmony and communication breakdowns’. In order to solve this problem, the Ministry of Women, Family and Community Development should develop awareness campaigns and relevant counselling courses to help Malaysian families achieve a balance between technology management and family relationships.

 The paramount effect of the digital divide on family relationships is within the context of communication. Kids nowadays are able to navigate themselves at ease in the world of modern technology. The infinite information that is available online enables them to access any data that they are interested in. This conflicts with the traditional family culture where children will direct their curiosities to their parents. Rob Waugh (2012) mentions that, 54% of the 6 to 15 years old in America said that they tended to direct their questions to Google rather than their parents or teachers. This can be projected as a future issue in Malaysia as children are more dependent on Internet than earlier generations used to be. For example, Household Use of the Internet Survey (2011) done by Malaysian Communications and Multimedia Commission, reports that Internet users below 15 years old already account for 11% of all users, surpassing users in the 35-39 age group which is only 10.4%.

Unlike their children who are already well-versed in the modern technology, the parents ‘struggle to gain proficiency and comfort’ in it (Taylor, 2013). Therefore, when it comes to the issue of controlling the usage of Internet, they cannot exhibit a sense of authority towards their children with only nagging or even threatening about it. Children might perceive that the parents cannot understand the importance of Internet thus refusing to obey to the limitations. Conflicts are then created as both sides try to stand their grounds without trying to understand each other’s considerations and anxiety. In short, technology not only leads to a diminishing interaction between parents and children, but it also intensifies the tension between parents and children.

The Ministry of Women, Family and Community Development are responsible in expanding access of Information and Communication Technology (ICT) for woman, families and communities. Apart from focusing on the basic infrastructures to grant access of Internet to families, the ministry should consider the social consequences such as the family divide due to different level of engagement in ICT. Awareness campaigns and relevant counselling courses to address such problem should be conducted. For example, in conjunction with the ministry’s effort to encourage the Internet access within families, more considerations should be given to those digital immigrants in families who are avoiding the technology invasion. Those who are unwilling to adopt technology as part of their daily lives are more likely to have passive perceptions towards the benefits that are mentioned. Just as what Zur and Walker (2011) imply, the ‘avoiders’ cannot see the value in the usage of Internet. The ministry should consider approaching this target group by courteously exposing the benefits of Internet through awareness campaigns. In “Family conflict – how to cope”(n.d.), it was stated that conflicts sometimes happen due to different beliefs and views among family members. Therefore, by enhancing the understanding towards the advantages of Internet usage, this strategy aims to foster a perception change within the ‘avoiders’ and narrow the family divide.   

At the same time, the ministry can provide counselling services to parents who are apprehensive towards the use of technology in the family. Strategies such as effective communication approaches can be highlighted to the parents so that they can communicate in a way that children are more willing to listen to. For instance, parents can learn how to communicate support to their children regarding the issue of Internet usage, while at the same time retaining their stand that excessive usage is unadvisable. Lansbury (2011) asserts that acknowledging, instead of judging or “fixing”, fosters trust and encourages children to keep sharing their feelings. With this particular methodology, the children will be less defensive in listening and therefore provides more space for them to communicate their anxiety and misunderstandings. The risks of conflicts will then be reduced as both sides are mentally prepared to sort out a win-win solution.

All in all, the issue of family divide deserves a more sophisticated approach as it includes elements of internal perception in response to the digital divide. From the group of ‘avoiders’ who tend to mentally resist the dominance of internet to the difference of perception between parents and children, all the ‘avoiders’ and the family members need  is just a sense of understanding on how they feel. To conclude, the Ministry of Women, Family and Community Development should comprehend this issue from a strategic perspective in order to solve this problem efficiently.

References

International Telecommunications Union. (2013). Measuring the information society. Retrieved on Oct 2^nd,2014, from  http://www.itu.int/en/ITU-D/Statistics/Documents/publications/mis2013/MIS2013_without_Annex_4.pdf

Lansbury. J. (2011). The key to your child’s heart (7 ways it works). Retrieved on Oct 2^nd, 2014, from http://www.janetlansbury.com/2011/11/the-key-to-your-childs-heart-7-ways-it-works/

Malaysian Communications and Multimedia Commission. (2011). Household use of the internet survey 2011. Retrieved on Oct 4^th, 2014, from http://www.skmm.gov.my/skmmgovmy/media/General/pdf/Household-Use-of-The-Internet-Survey-2011_051212.pdf

Ministry of Women, Family and Community Development. (n.d.). Strategies.  Retrieved on Oct 2^nd, 2014, from http://www.kpwkm.gov.my/strategi

Soh, C.H, Yap L.Y, Ong, T.S. & Teh, B.H. (2012). Digital divide amongst urban youths in Malaysia – myth or reality? Asian Social Science – Online Publication. Retrieved on Oct 2^nd, 2014, from http://www.ccsenet.org/journal/index.php/ass/article/view/22648

Taylor. J. (2013). Is technology creating a family divide?. Psychology Today. Retrieved on Oct 2^nd, 2014, from http://www.psychologytoday.com/blog/the-power-prime/201303/is-technology-creating-family-divide

Victoria State Government. (n.d.). Family conflict- how to cope. Retrieved on Oct 4^th ,2014, from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Family_conflict_how_to_cope

Waugh. R. (2012). Daddy no longer knows best? Most children would prefer to ask Google if they have a question - not their parents. Daily Mail. Retrieved on Oct 2^nd, 2014, from http://www.dailymail.co.uk/sciencetech/article-2112223/Most-children-prefer-ask-GOOGLE-question-parents.html#ixzz3Exb8KZk8

Zur, O. & Walker, A. (2011). On digital immigrants and digital natives: How the digital divide affects families, educational institutions, and the workplace. Zur Institute - Online Publication. Retrieved on Oct 2^nd, 2014, from http://www.zurinstitute.com/digital_divide.html

Critical Reflection (Peer and Tutor Feedback）

To be honest, we are unconsciously engaging in the feedback process every day in our life. Whenever we are commenting on someone's appearance or even flavors of the food, we are providing feedback. It is so natural that I never thought of the feedback process will be so critical in my English Language Journey. Besides achieving the literal motives to improve one's writing skills, peer review and tutor feedback actually manage to encourage interaction among peers and promote critical thinking skills.

During the peer review process, we are able to exchange our viewpoints on various grammar mistakes present in the essay reviewed. After in-depth discussion within the peer review team, one will actually be more concerned about the mistakes identified. As for me, I would not want to repeat the same mistake that I pointed out in others' essay. As for the tutor feedback, the comments provided are more specific and sometimes includes mistakes that the peer review team might overlooked. Thus, if the tutor feedback is done in front of the whole class, everyone can benefit through the process. Therefore, peer review and tutor feedback are both valuable to supplement each other within the essay writing process.

The peer review process serves to reverse our role as a reviewer instead of a writer, which we are unlikely to experience before this. By judging other people’s essay critically, we are actually strengthening our understanding towards the concepts mentioned in class in order to identify them. As a writer, when you received feedback from either your peers or your tutor, you can use the help from others to improve certain aspects of your essay by accepting other’s judgement willingly.

Moreover, peer review sometimes exerts peer pressure on us, whereby we will feel nervous if our friends are going to judge our essay. This actually contradicts with the traditional culture where students will only be judged by teachers. The violation of our expectation therefore results in the situation whereby we will be more focus and conscious towards the quality of our essay before sending it for peer review.   

Lastly, through interacting with the peer review team, I also learnt to listen and to take into account various kinds of opinions before making prejudgments. In short, I believe this process will be valuable not only in terms of essay writing but also in terms of communicating with people.    

         

Reflection on Essay Presentation

After I did my essay presentation, there are a few points that need to be improved.

Firstly, in terms of preparation, I do think that I didn't put in enough effort. Therefore, it resulted in a high level of nervousness throughout my presentation. Besides, the presence of short notes a.k.a cue cards (which is compulsory for my public speaking speeches) distracted my concentration as I tended to read according to the notes. Last but not least, I have always been less confident about my ability in speaking English, probably because of my accent or pronunciation, therefore I was unable to present myself naturally during the presentation.

Knowing these weaknesses, I will try my best to overcome them as we know that presentations are essential not only during our university life but also our work life. I will try to build up my confidence from time to time and also prepare well in order to familiarize myself with the topic of the presentation. Although this process does take time, but I believe that as long as I am willing to make a change then I can definitely make it.