Community college students hold concrete quality criteria for edtech, including evidence of claims, accessibility, and peer and faculty connection¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2030: baselines and conditions change

Subclaims¶

q2 i? Students wanted technology to prove claims with evidence, to support varying digital skills and device access, to be user-friendly and accessible, and to connect them with peers and faculty. → Van Nostrand 2025

Evidence¶

Van Nostrand 2025¶

Van Nostrand, P., Noakes, S., Foster, A. J., & Burstein, R. (2025). Putting learners first: Broadening access through technology evaluation in California Community Colleges. Digital Promise. https://doi.org/10.51388/20.500.12265/279

q2 · i? · design · r3

Phase 1 focus groups and survey with CCC students surfaced concrete edtech quality expectations. Students "want edtech that supports learners with varying digital skills, backgrounds, and access to devices", alongside demands that vendors prove claims with evidence, that products be user-friendly and accessible, be designed with community college learner input, and connect students with peers and faculty.

"Students want edtech that supports learners with varying digital skills, backgrounds, and access to devices"

Discussion¶

Related Claims¶

• Community college students want to play a role in edtech evaluation and procurement decisions — related
• Students without home broadband or who rely only on a cell phone show a digital skill gap of roughly three grade levels and are less likely to plan for college — related
• Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households — related
• Large shares of students faced technology problems serious enough to impede course participation: 44 percent internet connectivity and 23 percent hardware/software issues — related
• Roughly 30 percent of U.S. students (15 to 16 million) lacked adequate internet or device access in late 2020, with rural, Native American, Black, and Latino students disproportionately affected — related
• Several teachers found the eBooks not user friendly, citing issues with images covering the text. — related
• Online tools are extending STEM PLCs, with skilled facilitators, collaborative tools, and stable platforms identified as key components — related
• Well-designed courseware enhances efficiency, supports independent student navigation, and lets faculty focus on teaching rather than technical challenges — related
• Students are dissatisfied with college websites and want interactive, dynamic, accurate, and timely online information — related
• Community college students want to feel connected to their college — faculty, staff, peers, and services — from entry through completion — related
• GenAI-mediated digital inequality in higher education extends beyond access to tool capability, skills, and pedagogical support — related