Computer and telecommunications technologies are omnipresent in our society today. Computer usage-mail and internet use, and home purchases of computers are growing rapidly(Benton Foundation 1996a,Gonzalez 1995,Katz and Aspden 1997,Miringhoff and Carvalho 1996. At the same time, not everyone has adequate opportunities to learn about and use computer and information technologies. A large and growing gap remains between the technology "haves" and "have-nots." Differences in access to computer and communications technology exist by household income, educational attainment, race and ethnicity, age, and gender, with the greatest inequities occurring for those with the lowest income and the fewest educational opportunities (Anderson et al. 1995). The gap in computer ownership between the rich and the poor is widening (Katz and Aspden 1997, Williams 1996). As computers become integral to business, education, and other areas of life, these inequities result in greater implications for individuals' access to employment, knowledge, learning, and participation in our society. Community access centres such as schools,colleges, libraries and other public access points are particularly well used by those groups who lack access at home or at work. Breeden et al (1998) surveyed a number of community technology programs for low income residents and confirmed that tech access is in high demand, with both parents and children recognizing that computer proficiency results in academic and employment success. Bradley A. Corbett & Douglas Willms(2002) in their study have reported that 9 out of every 10(88%) of Canadian students have a computer at home, and 8 of every 10(81%) use a computer at home nearly every day. However Canadian students from low socioeconomic families were less likely to have access to computers and a link to the Internet at home. Further, it was reported that the students used computers mainly for accessing information on the internet, communication, word processing, and games. Less than one-third of students who used computers reported that they used them to help them learn. Indeed there has been a rapid growth and improvement in the diffusion of technologies that have been designed to handle information and aid communication. In general, children and young adults in the developed countries have more opportunities to have access to and use of Information and Communication Technology. In this information age while children and young adults are increasingly using new technologies in their schools, colleges, libraries, homes and communities, there is a high proportion of them in a developing country like India do not have access to these opportunities for acquiring computer skills, which are important to educational process nor can the parents afford a computer in the home. Both children and youth in low and moderate income communities in rural and backward areas in urban pockets in and around the city of Madurai district, in the State of Tamilnadu, South India, are virtually shut out from accessing computers. Obviously enough, they are denied opportunities to learn to use computers and online communications at home or schools and colleges or in the community.

The Goodwill social work centre proposes to establish additional Community Technology Centres in response to concern about the growing gap between children and young adults of high socioeconomic status families and those who do not have due to low socioeconomic backgrounds. In the context of the project, a Community Technology Centre is defined as ‘a community service, social action, and/or educational facility where computers and related communications technologies are available to children and youth who otherwise might have little or no opportunity to use or learn to use these technologies’. Though there are numerous Web browsing Centres and Internet Cafes in Madurai and its surrounding sub urban areas, which are run on a commercial basis, a Community Technology Centre that could cater to needs of children and young people especially those from the disadvantaged circumstance in low and moderate income families has not yet been established. The proposed project will aim at empowering children and young of low and moderate income families with technology skills and usage in a community based setting.

By creating more CTCs,GOODWILL intends to cover 1500-2000 children and young adults who are in the 15-35 age groups within a span of three years. The selection of participants will be done considering the following indicators.

1. Children and young men,women who belong to low socioeconomic status families.
2. Children and young men, women who belong to Dalit communities (socially oppressed classes in India.)
3. Children and Young men,women whose parents work in unorganised sectors, including agriculture.
4. Young people in dysfunctional families (Female headed families, Single parent families etc
5. School and college going youth who belong to the low and middle income communities.
6. Working youth in organised, semi-organised and unorganised sectors including agricultual farmers in villages

Children and young adults in low and moderate-income communities will be empowered with technology skills and usage in a community based setting. The intensive hands-on computer literacy training based on real life exercises using MS Office 2000 will enable them to acquire applicable technology skills to advance economically and compete professionally in today’s digital economy.