The physical and digital barriers are fairly simple to define; the socioeconomic barriers, however, are more abstract. The digital divide in education cannot be solved completely if the socioeconomic barriers preventing it are not overcome first. Socioeconomic barriers, in this case, include a lack of general acknowledgment of technology's growing importance, a lack of acceptance of technology, and a lack of resources - maintenance, use, and effectiveness - for poorer schools and families. Many economically depressed areas do get the equipment that they need; however, they do not have anyone to install it, integrate it into the classrooms, and, need be, repair it. This constitutes an economic divide (Solomon, Allen, and Resta 27). In terms of societal acceptance of technology and eagerness to incorporate it into educational systems, there exists a parallel between the “don't-wants” discussed earlier and the social aspect of the socioeconomic divide. There are those who can be labeled “don't-wants” outright, and others who are simply skeptics. Both groups must be shown that technology is worthwhile; some will just require more prodding. These social and economic factors must be addressed.