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" outrigh t, 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.
It is imperative to make people aware of why technology is important. As the situation stands now, there is a great deal of resistance from the "don't-wants" and the skeptics to much-needed changes in the educational system. While the "don't-wants" may only be persuaded through "killer applications," as discussed earlier, the skeptics may simply require a bit of evidence to see the way that technology advocates do. Advocates have described several potential effects that ICT could have when applied to education, including:
- Student outcomes such as increased knowledge of school subjects, improved attitudes about learning, and the acquisition of new skills needed for a developing economy. Beyond learning outcomes, ICT may help to close the gender gap, and help students with special needs.
- Teacher and classroom outcomes such as development of teachers' technology skills and knowledge of new pedagogical approaches, as well as improved mastery of content and attitudes toward teaching.
- Other outcomes such as increased innovativeness in schools and increased access of community members to adult education and literacy. (Wagner, et al. 20)
In order to be able to make progress, it must be ensured that the general public completely understands, acknowledges, and supports the steps that are being taken, and why they are important.
For the most part, socioeconomic barriers are caused by two things: skepticism and a lack of funding. In some cases, the government or certain NGOs are attempting to provide funding to schools who cannot afford computer technology by themselves. Donations by organizations and individuals also help schools to afford technology, and partnerships reminiscent of the River Oaks story are effective solutions as well. However, it can be difficult to try to convince people to embrace technology if they do not readily believe it. For some, simple projections of potential positive results are not enough; they need to see concrete proof of how and when technology has been useful in education before, and they need reassurance that it will help their children, too.
In an effort to convince skeptics of technology's usefulness, there are several awareness campaigns in place that provide statistics and examples of how helpful technology has been in before. Many researchers are conducting studies and obtaining positive results; they subsequently seek to disseminate the information they obtained so that it can be used to promote the use of technology in school systems. Many awareness campaigns take the results of such studies and summarize them so that they are concise and effectively conveyed to the general public. For instance, a summary of 75 studies done in the United States found that:
- Students who used computer tutorials in mathematics, natural science, and social science score significantly higher on tests in those subjects. Students who used simulation software in science also scored higher. However, the use of computer-based laboratories alone did not result in higher scores.
- Primary school students who used tutorial software in reading scored significantly higher on reading scores. Very young students who used computers to write their own stories scored significantly higher on measures of reading skill.
- Students who used word processors or otherwise used the computer for writing scored higher on measures of writing skill. (Wagner, et al. 23)
Proof such as this that technology, when implemented correctly into the classroom, provides positive results could effectively convert "don't-wants" and skeptics into technology advocates themselves.
It would be very helpful as well if the organizations and foundations that run awareness campaigns were to institute community involvement programs featuring education. For the most part, people take an interest in the communities they live in. They attend and sponsor community-wide events and meetings, and they feel the need to have a say in what goes on. If the community were brought together for an event that involved technology, skeptics within the community may be persuaded to become involved. For instance, having a presentations and demonstrations at town hall and PTA meetings would be a great way to show parents in the community what technology can do for their children.