And I put stress into context of not merely a "digital divide" but things that have been DONE to the Appalachian region (as well as to resource-deficient urban regions), using @hypervisible.blacksky.app's "digital redlining" idea to make plain the capitalist motivations behind resource limitation
!["...[O]ne reason that many ed tech solutions are so complex and bandwidth hungry is that faculty members simply want to recreate online what they do in the classroom. What do you really need? Instead of thinking that online learning is just a transfer, they have to adapt their practices, their pedagogies, their expectations, and, for some, their egos. No longer the sole arbiters of engagement, faculty members must take a step back and enable their students to be their own arbiters of engagement. It would also require faculty to re-evaluate the perceived need to monitor their students via technology. Even as a thought experiment for faculty members, to ask 'if you had minimal digital tools, what would your course look like?' can be a meaningful and powerful way to get them to think about online course design differently." - Bessette, "Digital redlining, minimal computing, and equity", in Digital Critical Pedagogy in Higher Education](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:yadufqujydkgilkfmlh6ua56/bafkreich3ctygi7j4gtc2aow6f5dzvo26kzt4h6yji4cb7tfaf2eif2jzy)
