The causes of such digital barriers to digital equity are numerous. As is often the case, the most obvious barrier is that of money, or lack thereof. The fact that many digital resources are largely unaffordable continues to prevent digital equity in the classroom. As well, to provide students with the skills to utilize these digital resources, it is necessary for schools to train teachers who may or may not have ICT skills so that they know how to use such technology correctly and effectively. It is also important to ensure that books and other sources of information are available to students. The language barriers among countries often prevent complete, accurate communication of information.

As far as the dearth of relevant content—the issue has become known as the “content gap”—is concerned, in general, there is an excess of Internet content oriented toward frequent-access users and not enough targeted to minorities and limited-access users. In essence, the Internet is largely demand-driven. People of ethnic, minority, and tribal cultures, females, and people with disabilities experience a paucity of content that is relevant and meaningful to them (Solomon, Allen, and Resta 25). The online knowledge base represented by the Web has huge potential to grow and meet the needs of an incredible variety of learners; in order to do so, it is vital that such learners and educators contribute to this knowledge base by creating content that has significance to them and other people like themselves (Solomon 18). In essence, people among minorities who create content that is meaningful to them are simultaneously creating content that may be meaningful to others. This sort of indirect peer-to-peer diffusion of knowledge and opinions is precisely what is necessary for all students—regardless of race, region, culture, or status—to be able to grow and flourish in a technologically advanced world.