The coronavirus has pushed schools all over the world to go online as new waves of infections keep emerging. In India, a country where the gaps in access to education and the Internet were already vast, poor families are struggling to stay the course.Every student needs adequate access to instructional resources and support services in order to achieve academically. Nowhere is this truer than in the area of instructional technology. Students who do not have access to computers and the Internet (among other technologies) will get further and further behind their peers who do. They will miss the instant links to information, entertainment, and communication with others that luckier students have. Their school reports will lack the latest data and the professional look of high resolution graphics and desktop publishing. Socio-economic status to have a major influence on who has access. Computers, modems and Internet service providers (ISPs) are expensive. But the data also suggest that location and race and ethnicity are important factors in the equation. When income is held constant, those who live in rural settings have less access, especially to the Internet, than those who live in metropolitan areas. The majority of users use dial-up modems that rely on phone lines to connect to the Internet. Rural users often cannot afford the long distance charges of connecting to a far away ISP. Faster connection methods such as cable modems and DSL are also only offered in major cities, and wireless and satellite technologies are not yet available in most places. Schools should periodically assess their programs regarding infrastructure, student usage of technology, and the provision of training and technical support to teachers. Several excellent formal ways to do so have been developed by a variety of universities and assistance centers

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