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Running head: TECHNOLOGY AND GLOBAL LITERACY 1

TECHNOLOGY AND GLOBAL LITERACY 9

Advancements in technology are Outpacing Global Literacy

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Advancements in technology are Outpacing Global Literacy

Introduction

The rapid growth and advancement of technology has in the recent past surpassed the growth rate of global literacy levels. As a result, the number of smart devices in the world is higher than the number of people that can read and write. This trend is more pronounced in low-income countries, where there are numerous cultural barriers to literacy. This significantly hinders the development of competitive technological industries in societies that are characterized by low literacy levels, due to the lack of skilled manpower. As a result, people in this group have a dependency on other groups in terms of the transfer of technology, which at times leads to intergroup bias. This paper analyzes the relationship between literacy levels and the growth and advancements in technology in terms of the different cultural factors and policy measures that have been put in place globally.

Groups of People that are affected by the Issue

Currently, more efforts are being made globally to improve the rate of technological adoption than to improve the level of literacy. More smart devices exist that have the ability to read and write than people who can read and write (Schaffhauser, 2017). A group that is adversely affected by the rapid growth and expansion of technology includes low-income groups that cannot access quality education and consequently the ability to take part in the growing technology industry. This means people in these societies can hardly get the opportunity to start and develop their own technology industries that can compete with those of developed countries. While technological industries in developed countries are growing at an exponential rate, those in less developed countries characterized by low literacy levels have hardly started and lack the required manpower that can advance their growth.

On the other hand, advancements in technology have been identified as a solution to the high illiteracy levels in certain societies. Technological solutions have been designed that can accelerate the speed at which students can learn how to read and write as well as improve their knowledge of certain fields. Societies that are characterized by high illiteracy levels usually lack the socioeconomic ability to both acquire new technology and improve their own technological capacity. As a result, technological dependency develops between low-income groups and developed countries that have the required technological capacity.

Cultural Perspectives that relate to the Issue

Culture is an important determinant of the speed at which a specific society or group of people can both learn how to read and write and adopt new technology. Various cultural barriers exist that can either increase or slow down the rate at which people can learn how to read and write. According to Briggs and Ololube (2015), cultural barriers have a greater effect on literacy levels in low-income countries than in developed countries. Language, for example, a critical barrier to literacy in low-income countries than it is in developed countries. Learners in low-income countries have to learn in a different language other than their first language, which increases the level of difficulty associated with reading and writing. Cultural differences in family structures also influence literacy levels due to the role that children are expected to play in a family. In most low-income groups, children are made to prioritize working over education, a factor that contributes to low literacy levels.

On the other hand, culture acts as an accelerator of the speed of at which new technology is adopted in developing countries as well as literacy levelsCultural barriers such as language, economic activities, and attitudes towards education that are present in low-income countries are absent or less pronounced in developed countries, which makes it easier for such societies to have high literacy levels.

Analysis of the Issue using Hofstede’s Theory of Cultural Dimensions

According to Hofstede, power distance refers to the extent to which power is distributed both among the powerful and the less powerful in society. Societies characterized by high power distance are more likely to have low literacy levels due to the fact that people don’t believe education will help them to significantly improve their lives. High power distance is characterized by the low distribution of power, while in low power distance societies, more people can easily access power (Shoham, Shoham, & Malul, 2011). Low power distance, therefore, improves literacy levels and consequently the rate at which people can adopt new technology.

According to Hofstede, the individual versus collectivist societies dimension relates to the extent to which people view themselves as belonging in a group. While collectivist societies are characterized by a great deal of community integration, individualistic societies are characterized by less integration and smaller family units (Chayakonvikom, Fuangvut, & Cannell, 2016). Students in individualistic societies are more likely to be independent thinkers and who try to deal with problems on their own. On the other hand, students in collectivist societies are more likely to be stick to what they are taught and are less likely to try new things.

The masculinity versus femininity relates to the desire to achieve that is present in a society. A masculine society is characterized by a high need to succeed, as well as high competition. A feminine society, on the other hand, is characterized by less ambition. Learning a masculine society is goal driven, students have clear goals that define their views of success. Learning in a feminine society, on the other hand, is characterized by low competition and less emphasis on success. Learners in a masculine society are therefore more likely to be self-motivated and will try to get more knowledge in different fields. Students in more feminine societies, on the other hand, will be content with what they are taught and will not look for new knowledge. Students in masculine societies are therefore more likely to be open to new technology in comparison to students in feminine societies.

The long term and short term orientation dimension refers to the extent to which people in a society are willing to wait for the right conditions that can enable them to achieve their key goals and objectives. People in short term societies have low patience and prefer quick results. On the other hand, people in long term societies are more patient and can delay the gratification of their needs. Students in long term societies are willing to study for long periods of time in order to achieve their goals, which improve their ability to study technical subjects like technology. Students in short term societies, on the other hand, are less patient and may not view studying for a long period of time in order to improve their skills as necessary.

In-group Favoritism and Intergroup Bias

In-group, favoritism refers to deliberately placing the members of one’s own group at an advantage in comparison to members of other groups. In group favoritism usually takes place where there is some form of intergroup dependence. To some extent, in group favoritism takes place in the transfer of technology to different parts of the world. Due to the fact that the design and development of key technologies is mainly done in certain developed countries, a dependency relationship exists between countries that manufacture technology and those that are mostly users. According to Durrheim, Quayle, Tredoux, Titlestad, and Tooke (2016), in group favoritism is usually motivated by economic interests, as people in the dominant group are less likely to transfer key resources to members of the minimal group.

In-group, favoritism takes place when companies that manufacture these technologies design them in a way that best suits the needs of their home country. Intergroup bias also takes place as relates to the transfer of these technologies. Developed countries have the required infrastructure and other conditions that can support the development and use of new technology. Less developed countries that may not have the infrastructure and supportive environment that can support the development of a competitive technology industry are therefore at a disadvantage.

Ethical Issues Involved in Addressing the Problem

The successful transfer of technology to different societies across the world is significantly costly and can only be successful where there are ideal environmental conditions. For technology to be successfully transferred from one group to another, high literacy must be present in the group that is receiving the technology. Additionally, a significant number of people should be trained in a specific technological field. This is one of the factors that contribute to the slow transfer of technology from developed societies to less developed societies. According to the theory of relationship ethics, human care and consideration can best be achieved when there is effective communication between the people involved. This implies that the successful transfer of technology can best be achieved where there is a comparable level of skill between those transferring the technology and those receiving it. The theory of duty ethics, on the other hand, defines the duty that one has in society in terms of what the right course of action should be. The transfer of technology to less developed societies is ethically upright and should be undertaken by groups that are technologically at an advantage.

Decision Making Process and Action Plans that have been Tried

In the recent past, technology has been identified as an effective way of improving global literacy. The rate of technological adoption is significantly higher than the rate at which global illiteracy rates are reducing. This means there are more people who are using technological devices than people who are able to read and write. As a result, a number of platforms have been created to provide opportunities for students in disadvantaged groups to both learn to read and write as well as improve their skills in specific fields. This has been achieved through strategic partnerships with learning institutions. Through media literacy, students are exposed to technical subjects in a much more interactive way that is bound to be more impactful. The rapid rate of technological adoption is, therefore, an effective way of improving global literacy levels.

Evidence for Social Responsibility

Social responsibility has played a key role in the transfer of technology from one part of the world to another. Multi-national corporations have been at the forefront of initiatives that are meant to transfer technology from their home country to other parts of the world. According to Fazal and Wahab (2014), multinational corporations have played a key role in transferring much-needed technology from one part of the world to another. This enables disadvantaged groups that are not in a position to develop their own technology industries to speedily acquire new technologies and integrate them in their industries. In addition to the contribution made by multinational corporations, a number of developed nations have also through a number of initiatives identified ways of both transferring technologies to disadvantaged groups and improving literacy levels. The United States through its USAID agency has engaged in numerous initiatives that are meant to improve global literacy levels as well as the rates of adoption of new technology.

Policies and Practices Presented in Research Findings

The rate of adoption of technology has increased significantly in the recent past and is projected to keep increasing in the near future. Almost all aspects of life include one or more forms of technology, meaning the use of technology is almost unavoidable for most people in society. As a result, the number of technological devices in the world has increased exponentially and has surpassed the number of people that are able to read and write. According to Roser and Ospina (2013), an estimated 17% of the world’s population is unable to read and write, and there are still major barriers to literacy in most parts of the world. Although education standards have been improving significantly in most parts of the world, many countries have put in place policies and procedures that are meant to integrate technology in the learning environment.

Conclusion

Global literacy levels are improving at a much slower rate than the global rate of technological adoption. As a result, smarter technological devices exist than the total number of people that are unable to read or write. This adversely affects the ability that people in low-income countries have of improving their own technological industries and competing with developed nations. An effective solution that has been presented for the issue is the integration of technology in the learning environment and as a result, improving the ability that students have to both use and develop their own technological solutions.

References Briggs, T., & Ololube, N. P. (2015). An Evaluation of Socio-Cultural Barriers to Reading and Writing among Rivers State Children: Identifying an Ideal Communicative Approach. International Journal of Psychology and Behavioral Sciences, 5(1), 6-15. Retrieved from http://article.sapub.org/10.5923.j.ijpbs.20150501.02.html Chayakonvikom, M., Fuangvut, P., & Cannell, S. (2016). Exploring Education Culture by Employing Hofstede‟s Cultural Dimensions to Evaluate the Effectiveness of the Current ERP Training Approach in Thailand. Journal of Education and Training Studies, 4(10). Retrieved from https://pdfs.semanticscholar.org/2263/962fb5c8c6388f9f3da039b53a57f2eb2903.pdf Durrheim, K., Quayle, M., Tredoux, C. G., Titlestad, K., & Tooke, L. (2016). Investigating the Evolution of Ingroup Favoritism Using a Minimal Group Interaction Paradigm: The Effects of Inter- and Intragroup Interdependence. PLoS ONE, 11(11). Retrieved from https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0165974 Fazal, S. A., & Wahab, S. A. (2014). A Review on Technology Transfer in Context of Multinational Corporations. International Journal of Business and Technopreneurship, 4(3), 439-449. Retrieved from https://www.researchgate.net/publication/277137351_A_Review_on_Technology_Transfer_in_Context_of_Multinational_Corporations Roser, M., & Ospina, E. O. (2013). Literacy - Our World in Data. Retrieved from Our World in Data: https://ourworldindata.org/literacy Schaffhauser, D. (2017). Smartphones Outpacing Humans in Literacy. Retrieved from CT: https://campustechnology.com/articles/2017/03/09/smartphones-outpacing-humans-in-literacy.aspx Shoham, A., Shoham, S., & Malul, M. (2011). Society’s Level of Literacy: A Cross Cultural Study. Issues in Informing Science and Information Technology, 8. Retrieved from http://iisit.org/Vol8/IISITv8p259-275Shoham317.pdf