Another factor which is most closely tied to physical access is that of access to digital resources. Digital resources can be defined in three parts: firstly, as access to software which is useful and relevant; secondly, as access to online content in an understandable format, with language with local and cultural relevance; and thirdly, as the ability to utilize the Internet to interconnect with other students and schools from different regions, cultures, and socioeconomic statuses. It will take more than simply hardware to bridge the digital divide. In addition to physical connectivity, it is important to consider “the education benefits of interconnectivity between students, between classes, between schools, and between schools and universities. Such connections crisscross the digital divide, bringing the underprivileged and the overprivileged in contact, not just as individuals, but as groups, communities, and institutions” (Monroe 29). This, together with appropriate software and online content that meets the students' needs, constitutes the digital factor of digital equity in the classroom.