Mark Warschauer
Abstract
For the last decade, the concept of a "digital divide" has framed people's understanding of technology's relationship to equity and development. This paper theoretically critiques the digital divide concept and supports this critique by examining a case study of technology and education in Egypt. The study illustrates the social embeddedness of technology and the intertwining of computer access with broader issues of political power, thus refuting simplistic notions of divides to be overcome through provision of equipment.