Physical barriers to digital equity in the classroom can be defined as simply a lack of access to the computer itself and other necessary hardware, as well as to the Internet. Without the computers and hardware that they need, students cannot very well use technology to learn. Many individuals who do not have access to physical resources are generally those who come from lower socioeconomic brackets or belong to minority groups (Wagner, et al. 3). The personal computer is a potentially liberating, democratizing tool, and many of those people in the “Third World within the First World” are anxious to acquire it (Monroe xi). The simple fact that some people cannot obtain such technology creates a divide between the so-called “haves” and “have-nots.”