The history of the digital divide is not a new story. As technology has advanced rapidly in the last decades, the digital divide has expanded. So have hopes for what technology might achieve in narrowing equity gaps and fears about what might happen if disparities in access to technology by socioeconomic status, race, and geographic location continue to grow. Our society is now entering its third decade of intensive efforts by scholars and policymakers to track the various aspects of the digital divide and to document how it is evolving in a globally and nationally networked environment. This book is intended to be a comprehensive examination of the multifaceted digital divide. We will explore how and why the disparities in access between technological “haves” and “have-nots” may contribute to a myriad of social and economic inequalities. By critically analyzing the theories, methods, and policy implications behind digital divide research agendas, we seek to promote greater scholarly and policy dialogue on understanding and resolving the digital divide in the future. This introductory chapter will provide the background, research questions, objectives, significance, and the outline of the entire book.

The digital divide involves many factors that affect a person’s ability to receive equal access to digital technology. It includes the “haves” and the “have-nots,” meaning those who have access to the internet, computers, and technology, and those who do not. The digital divide can have serious impacts on a student’s education. Students from lower-income families may experience the digital divide, meaning they have less opportunity to use educational technology. Many schools expect students to access and complete assignments on digital platforms. This includes everything from looking up information online to taking standardized tests digitally. However, students without adequate access to technology may not be able to fully engage in the classroom or complete required work. This creates a cycle of advantaging the already advantaged and furthering divides. Students who have access to technology in their classrooms and at home gain important experience with using applicable technology, such as word processing programs, internet browsers, and educational resources.

This experience is important for their future careers and employment. However, those without access, or those whose access is limited to school hours, may not have the chance to gain the same level of comfort with technology. Thanks to technology and the digital divide, work can now be disseminated and completed from anywhere. This can be an incredible advantage for many who once faced barriers in the workforce, such as stay-at-home moms or individuals who are disabled. However, this advantage can only be realized for those who actually have access to technology. Without access, this important advancement leaves certain peoples further behind. In a world where information is literally at our fingertips, access to that information can mean a world of difference in both capability and knowledge. For those without ready access to the internet, stacks at public libraries and family networks do not fully replace the capabilities of a smartphone or home computers with high-speed internet connections. The digital divide perpetuates not only the lack of access to technology but to the information that having that technology affords.