Supporting gender equality in the deployment of and access to information and communication technologies (ICTs) involves accepting that gender relations and ICTs within any given community are continuously being shaped by one another. There is a growing body of research on gender and ICTs in the developing world. However, little empirical evidence exists on how certain aspects of gender relations can influence the ways that ICTs are perceived and used, framings which can, in turn, reinforce or reshape existing gender norms and practices. This article examines the relationships that exist between gendered access to education and the ways in which mobile phones, fixed phones, and the Internet are perceived and used in a rural and an urban Bhutanese community. The findings, organized by levels of literacy, reveal similar patterns in ICT perceptions and use across the two communities.
© Information Technologies and International Development Journal, 2009