iGOGO: bridging the digital divide by addressing the grey divide
1
goGOGOgo, Johannesburg, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):A945
ABSTRACT
INTRODUCTION:
The covid-19 pandemic accelerated the digitisation of public services and communication. While households with fixed internet and smart devices had the means to adapt, for families with limited resources, internet access became a barrier to education and critical information systems. In South Africa, nearly 8.4 million children aged 0-17 are being raised in 3.4 million grandparent-headed households, with 64.5% headed by grandmothers, locally known as gogos (1). In these households, older caregivers mediate access to e-learning and online resources for school-aged children. iGOGO provides grandmothers with both digital skills training and smart devices to enhance internet access and support the digital inclusion of school-aged grandchildren.
METHODS:
iGOGO provides basic information communication technology (ICT) training and devices to grandmothers aged 60+ who are primary caregivers to school-aged children in under-resourced communities. Participants learn foundational internet skills through a two-week digital literacy course, which covers online communication, safe browsing, email, e-hailing, online shopping, cybersecurity practices and e-learning over 20 sessions. Participants receive a tablet for training, which they keep upon graduation to facilitate online learning and internet access for grandchildren at home.
RESULTS:
Participants demonstrated increased knowledge and confidence in using the internet throughout training. Graduates demonstrated a range of advanced skills in follow-up sessions as tablet use increased knowledge and confidence over time. Grandchildren expressed excitement at being able to access digital programmes and education portals to supplement their schoolwork, and praised the example their grandparents set as older learners.
CONCLUSIONS:
With the right resources, grandmothers can help bridge the digital divide for their grandchildren, enabling their participation in online learning. Although children today are more readily exposed to the internet, digital literacy is not enough. Adequate technology and caregiver support are key to ensuring fair and sustainable access to the virtual classroom.
The covid-19 pandemic accelerated the digitisation of public services and communication. While households with fixed internet and smart devices had the means to adapt, for families with limited resources, internet access became a barrier to education and critical information systems. In South Africa, nearly 8.4 million children aged 0-17 are being raised in 3.4 million grandparent-headed households, with 64.5% headed by grandmothers, locally known as gogos (1). In these households, older caregivers mediate access to e-learning and online resources for school-aged children. iGOGO provides grandmothers with both digital skills training and smart devices to enhance internet access and support the digital inclusion of school-aged grandchildren.
METHODS:
iGOGO provides basic information communication technology (ICT) training and devices to grandmothers aged 60+ who are primary caregivers to school-aged children in under-resourced communities. Participants learn foundational internet skills through a two-week digital literacy course, which covers online communication, safe browsing, email, e-hailing, online shopping, cybersecurity practices and e-learning over 20 sessions. Participants receive a tablet for training, which they keep upon graduation to facilitate online learning and internet access for grandchildren at home.
RESULTS:
Participants demonstrated increased knowledge and confidence in using the internet throughout training. Graduates demonstrated a range of advanced skills in follow-up sessions as tablet use increased knowledge and confidence over time. Grandchildren expressed excitement at being able to access digital programmes and education portals to supplement their schoolwork, and praised the example their grandparents set as older learners.
CONCLUSIONS:
With the right resources, grandmothers can help bridge the digital divide for their grandchildren, enabling their participation in online learning. Although children today are more readily exposed to the internet, digital literacy is not enough. Adequate technology and caregiver support are key to ensuring fair and sustainable access to the virtual classroom.
| eISSN: | 2654-1459 |
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