Women Learn The Basics

Bridging the Digital Divide: Empowering Women Through Digital Literacy

Digital literacy is more than knowing how to operate a computer or smartphone. It encompasses the knowledge, skills, and confidence needed to meaningfully participate in today’s increasingly digital society – from accessing information and government services to pursuing employment, communicating with others, learning, and participating in civic life.

As technology becomes increasingly integrated into everyday life, digital literacy has also evolved. It is no longer limited to using stand-alone devices such as desktop computers and laptops. It now includes navigating the internet, social media, online platforms, and digital services.

Recognizing the importance of these skills, the Foundation for Media Alternatives (FMA), through its Gender & ICT Program and with support from the World Wide Web Foundation, Bagong Henerasyon Partylist led by Congresswoman Bernadette Herrera-Dy, the Department of Information and Communications Technology (DICT) Tech4ED Program, and Greater Victory Heights of Barangay 180, North Caloocan, conducted a one-day Basic Digital Literacy Training for 21 women and young girls from Nagkaisang Tinig at Hakbang ng Kababaihan–Caloocan.

The training aimed to equip participants with practical knowledge, skills, and confidence in using information and communication technologies (ICTs). More importantly, it sought to help them use technology to access information and explore social and economic opportunities for themselves, their families, and their communities.

Getting Started: Creating a Safe Learning Space

Participants and facilitators gathered at the Greater Victory Heights Assembly Hall, where Christina Lopez, Program Officer for Gender and ICT, welcomed the participants and barangay officials and introduced the objectives of the training.

Natividad Pilipina, president of Nagkaisang Tinig at Hakbang ng Kababaihan–Caloocan, also delivered opening remarks emphasizing the importance of ensuring that women are not left behind in the digital age.

“Tayong mga kababaihan na nasa laylayan ay nararapat din umangat sa usapin teknolohiya at magkaroon ng kaalaman kung paano ito makakatulong sa pang-araw-araw nating buhay. Kung ang mga anak natin ay nakakasunod sa galaw ng teknolohiya at may angking kagalingan sa paggamit ng gadgets, dapat ganoon din tayo. Sabay-sabay tayo aabante para sa sarili nating kaunlaran.”

Her message resonated with the participants, who recognized that digital skills were becoming increasingly important not only for their children, but also for themselves.

Listening to What Women Need

The training began with an expectation-setting activity. Participants introduced themselves and shared what they hoped to learn.

Their expectations were practical and closely connected to their everyday needs. They wanted to learn how to operate computers and mobile devices, search for employment opportunities, assist their children with school assignments, access government services, and navigate government websites.

Among their specific expectations were learning how to access the Department of Social Welfare and Development (DSWD) and its 4Ps services, check Social Security System (SSS) contributions and loan requirements, schedule appointments for NBI clearance and passports, and understand online banking services.

These expectations highlighted an important reality: for many women, digital literacy is not simply about learning technology for its own sake. It is about gaining access to services, opportunities, and information that can directly affect their families and livelihoods.

Learning Together

To create a supportive learning environment, facilitators and participants agreed on several house rules. These included respecting different opinions, arriving on time, asking questions whenever something was unclear, giving everyone an opportunity to use the devices, and obtaining consent before taking photographs.

The facilitators also emphasized that there were no “right” or “wrong” answers. Participants were encouraged to learn at their own pace and to ask questions without hesitation.

This approach proved particularly important because some participants had never used a laptop before.

From First Touch to First Search

The morning session began with a discussion on why learning to use computers is important.

Participants themselves identified many ways technology could make everyday activities easier. Computers and mobile devices could help them communicate with family members living far away, search for information for their children’s assignments, access government services, and find information about health and employment opportunities.

The discussion also surfaced a common barrier: while technology can provide access to many opportunities, people who lack the knowledge or confidence to use digital devices may be unable to benefit from them.

The participants were then introduced to the basic parts of a laptop, including the screen, keyboard, touchpad, battery, charger, camera, Wi-Fi, and Bluetooth. They learned how the different components work together and how laptops are related to desktop computers.

For some participants, simply opening and exploring a laptop was already a significant milestone. Several shared that it was their first time using one, and their excitement during the hands-on exercises was evident.

Building Practical Computer Skills

Participants then explored WPS Writer, a word-processing application comparable to Microsoft Word. They learned basic formatting functions and practiced typing and creating documents.

Rather than relying solely on lectures, the training placed strong emphasis on hands-on learning. Participants were given opportunities to explore the software themselves, practice typing, and become familiar with the functions they would need for everyday computer use.

Discovering the InternetThe next session introduced participants to basic internet concepts, including websites, web browsers, search boxes, and site navigation.For the hands-on exercise, participants were asked to use Google to search for information about Jose Rizal. The activity immediately generated excitement as participants discovered information and shared their findings with one another.

The exercise demonstrated how something as simple as a search engine can open up a world of information. Participants also began to recognize that the internet could be a practical tool for answering questions, learning new things, and finding information relevant to their daily lives.

When asked about their experience, participants agreed that the internet was useful for finding information.

Accessing Government Services Online

The training also connected digital literacy to access to government services.

Participants explored government websites, with many visiting the DSWD website to learn more about the Pantawid Pamilya Program and other available services. Since many participants were 4Ps beneficiaries, they were particularly interested in information about cash grants and schedules.

The facilitators explained the distinction between information available on government websites and services managed through banking institutions, introducing participants to the idea that some online services require separate registration, passwords, and verification credentials.

Participants also explored the SSS website to learn about contributions and loan eligibility. Although none of the participants had yet secured the necessary unified ID for online access, the facilitators guided them toward the requirements and procedures they could follow.

The training likewise introduced participants to online processes for NBI clearance and passport applications, showing how digital platforms can reduce some of the barriers involved in accessing government services.

Creating Their Own Email Accounts

Email was introduced as another essential digital skill.

The facilitators explained that an email address is commonly required for online transactions, account registration, communication, and access to various digital platforms.Interestingly, although many participants already had email addresses, most explained that their children had created the accounts for them. Their email accounts were primarily being used for Facebook.

The hands-on session gave participants an opportunity to create and manage their own email accounts through Gmail. This was an important step toward greater independence in navigating online services and managing their own digital identities.

Staying Safe Online

Digital literacy must also include digital safety.

Participants were introduced to basic password security practices, including using combinations of upper- and lowercase letters, numbers, symbols, and special characters. They were also advised not to base passwords on personal information that may be publicly available or easily associated with their online identities.

The discussion also introduced participants to FMA’s work on addressing technology-facilitated violence against women, including the Take Back the Tech! Philippines campaign and Women’s Rights Online Philippines.

Participants were provided with contact information should they need assistance or wish to seek support related to experiences of online gender-based violence.

Beyond the Training Room

The training demonstrated that digital literacy can have immediate and practical benefits.

The community expressed interest in a second training focused on livelihood opportunities and additional government e-services. The organizers also identified opportunities to strengthen collaboration with the DICT Tech4ED Program and the office of Congresswoman Bernadette Herrera-Dy.

A post-training evaluation was also conducted to assess how participants applied what they had learned and to identify areas where additional support was needed.The results showed several encouraging outcomes.

Women reported using Google to help their children with school assignments, including searching for information about musical instruments and the scientific names of tropical plants. Many 4Ps beneficiaries also began regularly checking DSWD websites through their smartphones for updates.

Two women were able to renew their NBI clearance, while another participant used the POEA website to explore employment opportunities abroad.

Participants also reported increased self-confidence after the training. Those who already had email accounts applied the password security techniques they had learned and changed their passwords.

At the same time, the evaluation revealed continuing challenges. Most participants accessed the internet through mobile phones or PisoNet facilities, demonstrating the importance of affordable and accessible connectivity. The group also expressed a need for a computer that could be used for continued practice and for helping children with schoolwork.

Participants requested another digital literacy training, particularly one focused on livelihood opportunities.

Moving Forward

The experience in North Caloocan shows that digital literacy can be an important pathway toward women’s empowerment.

For women who have historically had limited access to technology, learning how to operate a computer, search for information, create an email account, access government websites, and protect online accounts can represent meaningful steps toward greater independence.

But one training session is only a beginning.Sustained digital inclusion requires continued opportunities to practice, access to affordable devices and connectivity, relevant training, and support that responds to the actual needs of women and their communities.

The participants’ request for further training, particularly on livelihood opportunities and online government services, offers a clear direction for future interventions.

Digital literacy is ultimately about more than knowing how to use a device. It is about ensuring that women have the knowledge, confidence, and opportunities to participate fully in an increasingly digital society.

When women gain the skills to navigate technology, they do not simply become users of technology. They gain new ways to access information, support their families, pursue opportunities, engage with public services, and participate more meaningfully in their communities.

Bridging the digital divide, therefore, is not only a question of technology. It is a question of access, opportunity, and empowerment.