Equity, pedagogy and inclusion : harnessing digital technologies to support students from low socio-economic backgrounds in higher education

This paper focuses on factors that “enabled” individuals who might otherwise have notstudied at university to access higher education as external students via digitalinformation and communication technologies (ICTs), very essence of communityinformatics. Clearly, the digital tools and learning platforms to support external (distance) education exist, but as de Moor says (2010), “practice is what ultimately matters” (p.2).