Cambridge A Level Information Technology (ICT): The digital divide (9626) – Practice Questions

These are original questions written for Marlbridge, for revision and practice on this content. They are not reproduced past-paper questions, and they do not replicate the exam’s exact structure, question count or mark tariffs – examination boards hold copyright in their own papers. Use these alongside the official past papers from your board or school.

These questions cover topic 6, The digital divide (section 6.1) of the Cambridge International AS & A Level Information Technology 9626 syllabus for examination in 2025, 2026 and 2027 (version 3). This is AS Level content, part of both the AS Level and the full A Level. It is examined on Paper 1 (Theory), which is based on sections 1–11; Paper 2 (Practical) candidates apply knowledge and understanding from sections 1–7. All questions can be answered on paper.

Learn the content first with the study guide and the revision notes. The course hub is Cambridge A Level IT, and the 9626 checklist lists every outcome.

Questions

1. Define the term digital divide. [2]

2. Identify three groups of people who may be affected by the digital divide. [3]

3. Describe what is meant by digital literacy. [2]

4. Amira has a fast Wi-Fi connection at home, but her only computer is an old, low performance laptop. Explain two ways this could restrict her access to technology and information. [4]

5. Explain why people in different socioeconomic groups may be affected differently by the digital divide. [4]

6. A college wants to make sure students with accessibility barriers are not disadvantaged.

(a) Describe two barriers that could restrict these students’ access to technology. [2] (b) Suggest two ways the college could reduce these barriers. [2]

7. A fictional regional survey records households with a home broadband connection.

District	Households surveyed	Households with broadband
Urban	4,800	4,128
Rural	2,500	1,150

(a) Calculate the percentage of households with broadband in each district. [2] (b) Calculate the difference between the two districts in percentage points. [1] (c) The regional authority sets a target that 75% of rural households have broadband. Calculate how many more rural households need to be connected to meet the target. [2] (d) Suggest two reasons for the difference between the districts. [2]

8. Explain how inequality of access to internet services and technology can affect people living in a less industrially developed nation. [4]

9. A charity runs free digital literacy classes for adults who left school with few qualifications. Explain how these classes could reduce the effects of the digital divide for this group. [3]

10. A government plans to make all applications for financial support available only online. Discuss the impact of this plan on groups affected by the digital divide. [8]

11. A secondary school finds that some pupils cannot complete online homework. Evaluate three measures the school could take to reduce the effects of the digital divide on these pupils. [6]

Answers

1. The gap between people or regions that have access to modern technology and information [1] and those that have restricted or no access to it. [1] [2] Examiner insight: The second mark needs “restricted or no” access, or an equivalent; an answer that only says “people without computers” usually gains one mark at most.

2. Any three from the syllabus groups, for example: people in different age groups (such as some older people) [1]; people in rural areas compared with people in cities [1]; people in lower socioeconomic groups [1]. Also accept people with differing levels of education, people with accessibility barriers, and people in less industrially developed nations. [3] Examiner insight: “Identify” needs only the group named clearly; three versions of the same group (for example “old people”, “pensioners”, “elderly”) earn one mark, not three.

3. Having the skills to find, use and create information using digital technology [1], including judging whether information is reliable and using technology safely. [1] [2] Examiner insight: “Being good with computers” is too vague; the second mark needs a second distinct feature, such as evaluating information or staying safe online.

4. The laptop may not be able to run current software or modern web browsers [1], so Amira cannot use online learning platforms or applications that others can use. [1] It may struggle with demanding tasks such as video calls or streaming [1], so she cannot take part in live online lessons or meetings despite her fast connection. [1] [4] Examiner insight: On a two-way “Explain” each point earns a mark for the limitation and a mark for its consequence; repeating “it is slow” for both ways earns credit only once.

5. Devices, internet connections and data plans cost money [1], so people in lower-income households are less likely to afford them. [1] They may have no device, or only a shared, low performance device with a limited data plan [1], so they have restricted access to services such as online learning, job applications and online shopping, while higher-income groups have full access. [1] [4] Examiner insight: Marks go to the chain cost → affordability → type of access → effect; a bare statement that “poor people are affected” earns nothing on its own.

6. (a) A student with a visual impairment may be unable to read a standard screen [1]; a student with a physical impairment may be unable to use a standard keyboard or mouse. [1] Also accept a hearing impairment (no captions on videos) or a learning difficulty (complex sites or long forms hard to follow). (b) Provide assistive technology such as screen readers, screen magnification or alternative input devices [1]; make sure the college’s websites and course materials are designed to be accessible, for example with captions and clear layouts. [1] [4] Examiner insight: Each barrier must be linked to a specific impairment and a specific difficulty; in (b) two different measures are needed, not two examples of the same device.

7. (a) Urban: 4,128 ÷ 4,800 × 100 = 86% [1]; rural: 1,150 ÷ 2,500 × 100 = 46%. [1] (b) 86 − 46 = 40 percentage points. [1] (c) 75% of 2,500 = 0.75 × 2,500 = 1,875 households [1]; 1,875 − 1,150 = 725 more households. [1] (d) Rural areas may have weaker or no wireless and broadband coverage, because infrastructure is costly to build for few users [1]; rural households may have lower incomes or fewer providers, so connections may cost more or be harder to obtain. [1] [7] Examiner insight: In (b) “40%” is not the same as “40 percentage points”; in (c) the method mark is for finding 75% of the rural total, so an answer using the urban figure gains nothing.

8. Less industrially developed nations may have less infrastructure, such as reliable electricity, broadband and mobile networks [1], and fewer affordable devices or lower technological awareness. [1] So people there may be unable to use online education, online banking or access to global information [1], which can widen the gap with more developed nations, for example in education, trade and job opportunities. [1] [4] Examiner insight: The question asks about effects, so at least half the marks need consequences for people, not only a description of missing infrastructure.

9. The classes teach skills such as using a device, searching for and judging information, and completing online forms [1], which this group may lack because of fewer opportunities to learn them in education. [1] With these skills and more confidence, they can use online services such as job applications and government services, reducing the gap in access. [1] [3] Examiner insight: The answer must link the classes to the specific group named (differing levels of education); a general description of a class with no link to that group’s problem limits the mark.

10. Indicative points; credit any eight valid, developed points. Eight shown:

• Some older people may lack the skills or confidence to apply online [1], so they could miss support they are entitled to. [1]
• People in rural areas may have weak or no wireless coverage [1], so they may be unable to submit applications or may need to travel to find a connection. [1]
• People in lower socioeconomic groups, who may most need financial support, are less likely to own a suitable device or connection [1], so the plan could exclude the people it is meant to help. [1]
• People with accessibility barriers may be unable to use the forms unless they are accessible and compatible with assistive technology. [1]
• Benefits: online applications can be submitted at any time and may be processed faster; the plan would be fairer if paired with digital literacy teaching, public access points or a paper or phone alternative. [1] [8] Examiner insight: “Discuss” needs points developed in a structured way; listing groups without explaining the impact on each tends to cap the mark well below full, and a balancing point (benefits or mitigation) is expected.

11. Indicative points; for each measure, one mark for a benefit and one for a limitation.

• Lending laptops to pupils: removes the problem of having no device, or only a low performance one [1], but pupils without a home connection still cannot get online. [1]
• Opening the school computer room after lessons with free Wi-Fi: gives access to devices and a connection [1], but pupils who live far away or have duties at home may not be able to stay. [1]
• Digital literacy sessions for pupils and parents: build skills so pupils and families can use the homework platform confidently [1], but they do not help if the barrier is cost or coverage rather than skills. [1] [6] Examiner insight: “Evaluate” needs a judgement on each measure; three benefits with no limitations would usually earn about half the marks.

Where marks are usually lost

• Leaving “restricted” out of the definition, so partial access is ignored.
• Writing the same group three times in different words on an “Identify” question.
• Describing a device’s weakness without saying what the user then cannot do.
• Writing “40%” for the gap between two percentages instead of “40 percentage points”.
• Using the wrong total when calculating a target, such as the urban figure in a rural question.
• Proposing a measure that does not match the cause: free Wi-Fi for a skills gap, or digital literacy classes for no signal.
• Missing a balancing point on “Discuss” or “Evaluate” questions.
• Treating accessibility barriers as only physical, and forgetting learning difficulties and sensory impairments.

Next steps

• Review weak areas in the revision notes
• Re-read the study guide for full explanations
• More AS practice: Hardware and software practice and Data processing practice
• Course hub: Cambridge A Level IT
• Printable checklist: 9626 checklist
• Find your gaps with all free 10-minute diagnostics
• Book a free trial class

Official syllabus

Cambridge International AS & A Level Information Technology 9626 syllabus for examination in 2025, 2026 and 2027, version 3 (published July 2025), Cambridge International, part of Cambridge University Press & Assessment. Topic 6, The digital divide, section 6.1.