The barriers to digital equity in the classroom do not stop with the physical, digital, and socioeconomic, however. Even if students have access to hardware, software, online content, and community support, if they do not have the human resources that provide them with an adequate knowledge of how to use them, they will not be able to get very far in terms of digital literacy. Human resources, as far as educational digital equity is concerned, are essentially exactly what they sound like: having access to human beings with ICT literacy and flexible curricula who can help students to become digitally literate - teachers. It is important to have a clear definition of what constitutes ICT literacy in an educator. A teacher who is deemed “ICT literate” should be able to operate computers physically, search accurately for information on the Internet, create content designed for the Internet, and use relevant software effectively. In addition, they must be able to incorporate technology effectively into their respective curricula, not just to make what they already do more efficient, but to enrich and enhance the students' education as a whole.