Abstract
We predict the impact of Ibirapita Plan as a public policy oriented towards overcoming the grey digital divide in Uruguay. According to this logistic model, the digital divide is the most critical barrier for the use of Internet among women 65 years and above targeted by this public policy. The Ibirapita tablet has the major impact among the technical infrastructure variables considered in the model. However, its impact depends on the availability of Internet access at home. Besides, we proved the household structure and family composition impact over the probability of use of the Internet among this female population. On the one side, the motivation of a son living abroad has a positive influence, as well as a partner living at home or living alone. On the other side, living with their own children at home and with children below 14 years old diminishes the probability of Internet use. As a matter of fact, even women who have a computer and Internet access at home do not use Internet when they live with minors or their offspring. In such case, the grey digital divide is defeated by Ibirapita Plan.
Highlights
We predict the impact of Ibirapita Plan as a public policy oriented towards overcoming the grey digital divide in Uruguay
The Ibirapita tablet has the major impact among the technical infrastructure variables considered in the model
Its impact depends on the availability of Internet access at home
Summary
La divisoria digital remite a las inequidades en el acceso y el uso de las tecnologías digitales (Scheerder, van Deursen y van Dijk, 2017) y la expresión «brecha gris» a la poca cantidad de personas mayores que usa Internet a pesar de la alta penetración de esta tecnología digital (Friemel, 2016; Millward, 2003). El aprendizaje de tecnologías entre los adultos mayores representa un gran desafío, dado que, en general, tienen menor memoria, menor desempeño y necesitan más tiempo para adquirir cosas nuevas (Czaja y Sharit, 2012; Haederle, 2011; World Health Organisation, 2002). A pesar de estos desafíos que enfrentan para aprender a usar una nueva tecnología, no existe un menor deseo de instruirse entre las personas mayores (Broady, Chan y Caputi, 2010), quienes tienen la capacidad de seguir formándose gracias, en gran parte, al proceso de plasticidad cerebral (Aldana, García y Jacobo, 2016). También para la teoría cognitiva social el apoyo del entorno, entendido como la familia, los amigos, las personas importantes para la persona mayor, resulta clave en el proceso de aprendizaje (Bandura, 1977, 1994)
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