All 50 states, the District of Columbia, and Puerto Rico are currently working on digital equity plans. As they release draft plans seeking public feedback, the Benton Institute for Broadband & Society is sharing summaries focused on how states define their digital divides and their vision for reaching digital equity.

In early January 2024, the Iowa Department of Management (DOM) released the draft State of Iowa Digital Equity Plan for public comment. The Digital Equity Plan outlines the results of extensive research and outreach efforts to set baseline conditions and goals for addressing digital equity opportunities in Iowa. The deadline for public comments is February 2, 2024.

Iowa's Vision of Digital Equity

The State of Iowa developed a vision statement for the Digital Equity Plan to serve as a north star for digital equity initiatives for the life of the plan and beyond. Iowa’s digital equity vision statement:

Digital equity in Iowa cannot be solved by a single organization acting alone. However, collective and coordinated efforts can shrink and close the digital divides separating Iowans from better opportunities in the classroom, the workplace, and at home.

Covered Populations and Barriers to Digital Equity

Almost 80 percent of Iowans fit the qualifications of one or more of the defined covered populations, slightly below the average from all fifty states of 81.3 percent. The percentages of each covered population out of Iowa's total population are as follows:

• Individuals who live in low-income households: 19 percent
• Aging individuals: 24.1 percent
• Incarcerated individuals: 0.4 percent
• Veterans: 5.9 percent
• Individuals with disabilities: 12.6 percent
• Individuals with a language barrier: 13.3 percent
• Individuals who are members of a racial or ethnic minority group: 14.9 percent
• Individuals who primarily reside in a rural area: 49.6 percent

To better understand the barriers the covered populations in Iowa face with respect to digital equity, DOM engaged a third-party facilitator to conduct individual three-hour planning sessions with each of the eight covered populations. Members of the Core Planning Team, described above, served as “Team Captains” for each session, inviting individuals who represent or work with the covered population. Across all eight sessions, about 100 participants attended to provide their experiences and expertise in understanding the barriers faced by each covered population. They shared best practices for working with their respective population as well as their own ideas for addressing barriers to digital equity specific to each covered population.

Individuals who primarily reside in a rural area

Participants in the rural residents population planning session noted that some rural communities boast a diverse population with significant influx of immigrant populations. Additionally, because “rural” encompasses an area and not focused on other demographics like the other covered populations, the rural community encompasses a mix of members from all of the covered populations. To that point, participants described the needs of rural residents to acquire a wide range of digital skills and needing many methods of communication in order to reach members of the population.

Building trust among community members remains critical, ensuring that key players sit at the table to produce real impact. Participants in the session emphasized that many rural communities want amenities and conveniences, but may not want to turn into urban centers. As one participant put it, “population is not equivalent to quality of life.” Therefore, it remains key to understanding rural Iowa in order to bring solutions to rural Iowans.

Individuals in rural communities may not identify with the term “digital equity” and instead think it refers to “some other group.” That initial challenge in nomenclature will be an important messaging consideration when communicating programming in rural Iowa. However, the issues are real and present for digital equity facets in rural Iowa. The lack of access to high speed internet to work from home can freeze rural residents out of opportunities for remote work or taking advantage of “hybrid” work environments. Even finding local places that provide free Wi-Fi access can be difficult to find. The distance some rural Iowans must travel to access technical support, purchasing digital devices, or seek digital skills training presents a barrier for many rural residents. Plus, it’s not just the people in rural Iowa that benefit from broadband as precision agriculture applications improve yields while protecting natural resources and remote monitoring aids animal husbandry.

As communities do become more invested in broadband, access to public resources and support through grants creates competition between rural communities rather than more impactful cooperation. Those communities limited by human capital can fall further behind as they may not have the resources to spend time writing those grants. In addition, community resources are limited for any “match” requirements or when grants are distributed on a reimbursement basis. Many rural communities and counties still don’t have forms accessible online, which further demonstrates lack of technical capacity in local communities for providing digital services.

Aging individuals

Participants in the session made clear that the needs and expectations of each generation are quite different, and that their needs change based on their individual circumstances such as living independently, in assisted living facilities, or working with memory care or skilled care professionals. For those individuals who cannot or choose to not utilize technology, caregivers were noted as the individuals needing assistance in the facets of digital equity to best serve those individuals. Many aging individuals that the participants represented have difficulty physically leaving home or may need disability services in order to do so. However, they were quick to point out that this did not mean that the individuals were incapable of utilizing technology with several anecdotal examples of aging individuals thriving with various digital devices to book appointments for telehealth, connect with loved ones, and even operate small businesses.

Technology and the rate of change in digital applications continues to accelerate and dominate the lives of everyone. For some aging Iowans, this reliance on technology to complete tasks that previously required a phone call or an in-person visit can be particularly challenging. Importantly, the aging population adds new Iowans every day as people age. Individuals in the aging population now may have fluently operated with the technology before but now struggle to keep up with technological changes. While we can’t predict the technologies of the future, it is safe to say that the rate of change in digital applications will catch up to many Iowans eventually, and the ever-evolving aging population will always need some level of assistance to adapt to the shifting landscape.

Many aging individuals in Iowa operate on a fixed or limited income, which can make the cost for internet services, devices, and accessibility tools too expensive to fit in the budget. Some aging individuals have reported issues with autorenewals for subscription services that they may no longer be using due to not understanding how to unsubscribe or not initially realizing the recurring service charges. That can lead to legacy issues in charges, further frustrating individuals.

Participants noted that they did not know of a good assessment tool available to determine a person’s level of digital skills, making it difficult to know where to start. Even if a tool were available for that assessment, individuals and caregivers may not know where to go for digital devices, training, or support. Additionally, transportation to a physical space can be a barrier for many older Iowans, adding an additional challenge to access support. Aging individuals and their caregivers may need support with how to operate a fully functioning digital device as well as how to fix something if the digital device malfunctions. That is usually best accomplished if the individual has the opportunity to ask questions and problem solve with an actual person guiding them through the experience.

Individuals who live in low-income households

An individual living in a low-income household may try to take advantage of a support program like the Federal Communications Commission's Affordable Connectivity Program (ACP), but lose momentum due to multiple layers or steps in the process to access resources. That can sometimes lead to frustration and ultimately abandonment of the process. Additionally, many support programs lack consistent or enough funding, making it hard to get buy-in and trust from people.

Participants also noted that people in covered households can experience fluctuating, unstable levels of income, which can extend to their use of technology. For example, many individuals may have phones or internet services only when they can afford them, leading to potential issues with providers if they fall behind in payments. This can lead to what one participant described as the higher “cost of being poor.” As people fall behind in payments, they end up paying late fees and/or higher interest on devices or plans. They may end up paying the same activation fee multiple times if they have to break service. These costs amplify when trying to afford high-speed internet service and the associated devices and tech support. The assistance of the Affordable Connectivity Program may not be enough to bridge the gap for many Iowans.

Stakeholders stressed the importance of digital equity as playing a big role in changing lives. They felt digital access and skills should be seen as a basic need. To fully participate in society, obtain housing, and apply for jobs, digital skills and access resonated as a necessity for individuals living in covered households. Access to high-speed internet is critical for everything from conducting a job search to completing classwork, but may financially compete with more basic needs like food, housing, and transportation.

Many individuals in covered households have only cellphones and lack devices that would help with more advanced tasks. While device giveaway programs are popular and needed to bridge the gap for some individuals in covered households, having the device is only the start. Programming must also consider the cost of software, cybersecurity features, and the digital skills needed to utilize the equipment. Some low-cost internet plans come with lower connectivity speeds or data caps that restrict or prevent individuals from participating fully. Programming must consider the full package of needs to serve these individuals.

Veterans

Listening session participants represented organizations that work with veterans in different capacities that could speak to the population’s interactions with digital devices, abilities to use the devices, and how best to increase and improve digital skills. It was noted that one should never assume a veteran’s level of knowledge or technical skills based on age as stories of Korean War-era veterans easily navigating apps on their smartphones were just as prevalent as young veterans that have managed to avoid using technology at this point in their lives.

The majority of the veterans that the participants represented and worked with were aging individuals with less experience working with digital devices. These aging individuals were more likely to seek help in accessing programs than younger veterans, but participants noted many veterans are reluctant to seek help. Participants in the session described the veterans they work with as independent and proud, inclined to see assistance as “charity,” which prevents many veterans from taking advantage of programs they qualify for. This may be due to the idea that using a benefit would take the opportunity away from someone that may need it more.

Participants noted that to work successfully with veterans, a significant level of trust must be achieved, which takes time. Veterans may not trust that programs, particularly those offered by the government, will continue after they sign up. This can lead to an attitude of “why bother” and frustration with bureaucratic red tape that may stop them from initiating enrollment. This could be a potential explanation for why veterans had such a low to non-existent participation rate in the Affordable Connectivity Program according to the statewide survey. This wariness creates hesitation in adopting new skills or using technology and can also lead to avoidance of technology altogether where negative outcomes like misinformation campaigns and hackers are perceived as prevalent.

Participants in the session described an understanding from veterans that searching for a job, conducting a telehealth visit, and applying for benefits will require digital skills, but can be frustrated if easily digestible instructions are not provided. Veterans are interested in building digital skills for basic software and applications, but skill levels vary widely across the population. It will be necessary to help assess where a veteran is at with current digital skills, evaluate what skills could be improved or introduced, and build a specific plan for them. Many veterans do not have a long history of interacting with digital devices, which means that promoting digital devices and digital skills programming through online means only can miss the targeted audience. Given the relationship, or lack thereof, to online portals, many veterans seem to prefer in-person instruction.

Individuals who are members of a racial or ethnic minority group

As many as 180 different languages may be spoken across the State of Iowa. That diversity of languages and dialects can add to translation problems, particularly as many services are only provided in one language. One participant noted that “minority” is not the right way to think about this covered population. As the only growing segment of Iowa’s population, this covered population should be considered a “priority population.”

Participants in the session stressed that relationship building is critical and it will be important to consider multiple cultures and the need for trusted messengers as digital equity programs are rolled out in Iowa. Stakeholders warned that members in this covered population can be suspicious of government because of their personal and cultural history, and can feel that they are just a “check mark” rather than truly being helped. One participant mentioned that there is “always a gap in who is at the table,” meaning people who are not part of the racial or ethnic minority are often doing the planning for them, and without their input. Participants explained that competitive grants can have the negative effect of pitting racial and ethnic minority groups against each other, creating an atmosphere of exclusion rather than one of cooperation and inclusion.

Given the designated relationship of sovereign nations, the eligibility and benefits available to Native Americans can create confusion among tribal members. Settlement boundaries can in some cases prevent a tribal internet service provider from serving tribal and non-tribal members that live adjacent to the settlement. On the flip side, some non-tribal internet service providers may be reluctant to serve tribal lands.

Participants expressed frustration with internet service providers in what they described as operating in monopolies, leading to reliability and affordability issues. One solution discussed at the table was to categorize broadband service as an essential utility like electricity. That may help with affordability issues as broadband and digital devices are often the first thing dropped when a family needs to make cuts in the budget. Alternatively, some families may cut other essentials like reliable transportation in favor of broadband in the home.

As diverse as the racial and ethnic minority population is, so too is the range of digital skills and ability to access and afford technology. There are many disparities among the demographic groups. Technical experiences and fluency vary broadly, and often by generation. One participant described technology as being the new “power discourse” in many cultures, enabling new opportunities and influencing success. Digital knowledge is key to better employment, but information and knowledge about how to build those digital skills is largely unknown if they exist or how to access those opportunities. That lack of digital skills includes a lack of knowledge of cybersecurity threats, increasing the likelihood an individual in this population could fall victim to a scam. Fear of cybersecurity issues can lead to distrust over using technology at all, thus leaving members of the population further behind.

Individuals with a language barrier/English learners

English language learners (ELL) encompasses a broad group of people from immigrants and refugees to individuals in the deaf community. As with all of the covered populations, digital skills, experience and access vary widely. However, the biggest limitation in working with and developing programming for this covered population starts with the lack of data to better understand the needs and differences between individuals from diverse backgrounds and for different native languages.

Participants in the listening session described new immigrants and refugees as intelligent people who are many times overwhelmed by the experience of navigating through new experiences while trying to take care of their families. Because of the myriad pressures placed on these individuals, learning digital skills may not rank as a high priority. In fact, participants noted that it was not uncommon to work with individuals lacking experience using a computer.

English Learners can run into barriers with translation services due to a lack of interpreters. While many service providers have some type of phone interpretation service, participants in the facilitated session noted that these services can be spotty, only working “75 to 80 percent” of the time. Despite these challenges, participants in the session confirmed the importance of digital skills in opening doors for immigrants and refugees, putting digital savvy on equal footing with improving language skills. In fact, the two skills should be married, lifting both digital and language skills together.

People in the deaf community struggle with sign language translation services. Individuals in the deaf community may not have fluency in American Sign Language (ASL) or be able to fully take advantage of closed captioning. Like verbal interpretation services, virtual remote interpretation services face limitations on the number of interpreters available and may not be able to meet demand. To compound these issues, a lack of internet access in rural areas makes interpretation services for deaf individuals near impossible to participate in activities. Participants noted approximately 200 interpreters work in the school system to support about 2,000 deaf children in Iowa, a deficit that has profound impact on the education of those individuals.

Importantly, ASL and English interpreters are not digital device and digital skills experts but may be asked frequently to help in that capacity. Working with interpreters to add that level of digital savvy to their toolbox could be one pathway to serving more Iowans, but at a minimum equipping those interpreters with contacts and information on digital device and skills resources should be prioritized. Participants also noted that English Learners may be able to speak the language well, but have trouble reading English or vice versa, and not all individuals that can navigate between multiple languages can serve as interpreters.

Participants noted how difficult it can be to reach undocumented people who may avoid communication efforts from official sources. There is a need for communications to come from a trusted source, underscoring the importance of working with community leaders to reach members in all communities.

Individuals with a disability

Individuals with disabilities describe a diverse population with a wide range of disabilities. Some individuals have congenital disabilities while others acquire the disability at some point in their life, which can impact the way those individuals adapt to new and changing technology. This creates a wide gap in digital skills and barriers for this population.

One participant in the facilitated session noted that “technology is designed for the masses,” but given the broad range of disabilities some Iowans have, the digital devices, information, and software packages must find a pathway to meet the individual person’s needs. Individuals with disabilities have an opportunity to take advantage of technology to help aid them as they complete tasks in daily life, but often barriers both simple and complex keep life changing and time saving technology out of reach. Part of the problem comes down to cost as individualizing devices and administering training for those devices and processes is difficult and specialized. Assistive technologies such as color contrast, screen readers, rollerball mousepads, headsets for voice assistance, and modified keyboards are often not covered by insurance. Furthermore, an affordability gap opens up when students transition out of school support systems and they are required to give back devices and may lack the means to replace them.

Individuals with disabilities may need help in using new devices. Often, free device programs come with limited or no training or may be dedicated devices that limit their usability. Technology support and access to public services for people with disabilities is often not accessible. While these device giveaway programs remain important for this population, programming must consider the training and ongoing tech support aspect. Some individuals with disabilities may lack savvy with regards to cybersecurity and protecting personal information, making that aspect of digital skills learning a vital component of any program.

However, participants in the session noted that some individuals with disabilities can struggle learning digital skills, even with devices designed to their needs. Those that are interested in learning new digital skills may not be able to find transportation to a physical location or may have trouble with access to the location. This makes public spaces like libraries a particularly attractive partner for offering digital skills learning opportunities to ensure physical accessibility. Importantly, participants noted it was important to think of caregivers and direct support workers when thinking about this population. Often, it is those individuals who will be directly using or supporting the use of digital devices for the individual.

Incarcerated individuals

Approximately 8,200 individuals are housed in nine correctional institutions across the state of Iowa. The average length of stay for an incarcerated individual is approximately 10 months. The Iowa Department of Corrections works to “assist individuals as they work to become productive members of their communities when they reenter society.” For currently incarcerated individuals, accessing the technology and technical skills that will be required upon reentry can present a challenge. Like most covered populations, incarcerated individuals vary widely in digital abilities. However, incarcerated individuals face additional barriers to accessing digital resources while incarcerated, including computer time for research, completing classwork, and training for digital skills. Incarcerated individuals need to learn digital skills for reentry in order to be ready to apply for jobs and housing, and to complete forms for assistance as they reestablish their lives on the outside.

The Department of Corrections hosted DOM to hold a facilitated session about digital equity and incarcerated individuals on September 27, 2023 at the Correctional Institution for Women in Mitchellville. Participants described a dichotomy that exists in the incarcerated community with some believing time served should be punitive while others are more focused on rehabilitation. That difference in perspective can create a culture that limits or restricts digital access for incarcerated individuals to further their education or vocational skills. This gap in punitive vs rehabilitative philosophy can sometimes get in the way of the interests of setting up individuals for successful reentry to society upon release. Any initiative involving digital devices and digital skills learning will require building trust and buy-in at all levels. Participants noted that only individuals in an approved educational program have any access to the internet and that access is used for aiding the completion of coursework only. This fact is key to understanding the context of the goals and objectives discussed herein.

Participants agreed that security was of the utmost importance to protect the interests of the public, such as victims of incarcerated individuals, but also the safety and security of the incarcerated individual. The tools currently available to IT staff are sometimes too blunt, filtering out internet access that could be used to help incarcerated individuals complete coursework and other educational opportunities. These automated monitoring tools of internet usage can often be too ambiguous and not intuitive, which can limit the usefulness for educational purposes. Facilities operate with a zero-breach tolerance, which can leave behind long-term statewide consequences that can spill over to impact educational access for incarcerated individuals.

Correctional institution buildings were built to secure humans and are usually not easily retrofitted to support Wi-Fi, electrical power, or provide space for digital device access. The number of incarcerated individuals in educational programs currently outnumbers available devices and many of the devices available are often obsolete with non-functioning software. That can limit the ability of the individual to interface with educational activities or learn transferable skills that will help upon release. There may be additional opportunities to learn digital skills outside of the current educational programming that would help incarcerated individuals upon reentry and those opportunities are worth exploring further. Individuals that have accumulated data during incarceration, in the form of educational coursework or health documents for example, are unable to take the data with them when they are released. Upon release, returning citizens often find the cost of devices and internet access to be a challenge.

Implementation Strategy and Objectives

Through the course of ten facilitated meetings, the Department of Management, Core Planning Team, and members of a vast network of agencies, non-profit organizations, and invested entities helped create seven goals to help close the digital divide in Iowa:

Goal 1: Broadband Availability - All Iowans will have broadband access by 6/30/2029.

Strategy 1a: Administer and promote the Empower Rural Iowa Broadband grant program to incentivize broadband infrastructure build-out in Iowa.

Key Activities:

• Distribute matching fund awards to broadband providers for infrastructure build out within Iowa.
• Provide regular updates to Iowa’s Broad Availability Map to identify the locations and availability of broadband service.
• Produce an annual report of build out activity within Iowa.

Strategy 1b: Develop and encourage participation in the opt in a Wi-Fi access program to provide public (indoor and outdoor) Wi-Fi and device charging access in urban and rural Iowa.

Key Activities:

• Outline local roles and responsibilities for communities and/or organizations to become a certified participant in a Wi-Fi access program. Work with providers to offer discounts in partnerships with Wi-Fi access program participants.
• Publish a statewide map and application that identifies public Wi-fi locations. Develop app or add to Google Maps, etc. to identify statewide locations. In addition, provide a mechanism for public, private and non-governmental organizations to register and certify public Wi-Fi locations. Location data will be published as open data available for map providers like Google, Bing, Apple, Facebook and other providers.
• Create promotional kits for organizations to launch, manage and update their new locations, including but not limited to branded signage/window clings, set up of device charging stations, recommendations on selecting, installing and replacing Wi-Fi routers and equipment, and addressing cybersecurity-related issues.

Measurable Objectives:

• 100 percent of Iowa households and businesses have the opportunity to access existing broadband infrastructure if they so choose. In December of 2023, an estimated 130,814 locations lacked 100/20 Mbps broadband service. A total of 66,646 locations will be covered by a project funded by state or federal programs to provide service in the coming years. The Broadband Equity Access and Deployment Program will work to close the gap on the remaining 64,168 locations.
• Iowa will map and promote a network of at least 500 public indoor/outdoor Wi-Fi points of access and/or charging stations by the end of 2029. A public Wi-Fi access program will make available an interactive map to show participating locations to help inform Iowans of where these publicly accessible locations are for internet access and for charging of digital devices. Locations will ideally be geotagged by the participating entity and made available to the public.

Goal 2: Broadband Reliability - Increase statewide service reliability.

Strategy 2: Empower Iowans to assess the performance of the broadband service to which they are subscribed.

Key Activities:

• Build toolkit to educate consumers related to available broadband internet package labels, equipment setup resources, and speed audit services.
• Create a repository of internet service provider broadband internet package labels and/or links to provider labels and customer service resources for Iowans to easily reference.
• Add broadband reliability evaluation as a piece of Digital Navigator role (Digital Navigators described further in Digital Skills Goal 5). Navigators can potentially help Iowans participate broadband map challenge processes made available by the FCC and the State of Iowa.

Measurable Objective:

• Reduce the percentage of Iowans who are very or somewhat dissatisfied with their home internet quality from 30 percent to 20 percent from statewide survey results by 2029. Ideally, DOM will gather additional information on reliability to better understand the scope of the issue in Iowa with specific metrics, which may allow the state to develop additional measurable objectives down the line. However, working with Iowans to better understand internet packages through labeling, properly setting up home Wi-fi equipment, and using speed tests to understand the realized internet speed should improve the overall satisfaction/dissatisfaction percentage from the statewide survey results.

Goal 3: Broadband Affordability - Achieve parity with the national average enrollment in the Affordable Connectivity Program (ACP).

Strategy 3a: Engage in an Awareness Campaign designed to increase participation in the ACP.

Key Activities:

• Educate and equip community and health related service providers to assist clients in filing for the ACP as part of their overall intake process and/or one-to-one client interactions. For example, helping with an application for ACP while assisting a client with an application for home energy assistance.
• Develop marketing messages for multiple audiences including covered population advocates and internet service providers.
• Continue to convene covered population advocates to share ACP and other digital equity information as well as to discuss barriers and best practices in working toward digital equity across the state.

Strategy 3b: Create a Wi-Fi hotspot check out system for Iowans in partnership with Iowa libraries.

Key Activities:

• Create a program to purchase, manage, maintain, and replace hotspots distributed to local libraries.

Measurable Objective:

• Reach parity with the national average of enrollment for the Affordable Connectivity Program by the end of 2029. Iowa’s enrollment rate sits at approximately 22 percent of eligible households, ranking in the bottom tier of states. It is reasonable to assume that enrollment rates will continue to increase across the country as the popular program earns further participation. To reach parity with the national average, Iowa must first increase to the current national average conditions with an additional 19 percent of households enrolling plus match the growth of the national average from now until the end of 2029. That percentage growth is unknown at this time but will be tracked regularly as part of reporting and monitoring.
• More than 500 libraries serve Iowans throughout the state. To help close the affordability gap for high-speed internet, some Iowans may choose to take advantage of a hotspot checkout program. Iowa will aim to offer hotspot checkouts at 50 percent of public libraries by the end of 2029. Hotspot locations will be accessible through the State Library of Iowa’s “Find my Local Library” tool.

Goal 4: Availability and Affordability of Devices and Technical Support - Organize a “device ecosystem,” which includes supply of material, refurbishing, and distribution.

Strategy 4a: Inventory the current device access locations and device distributors serving covered populations in Iowa, including agencies that are providing free phones, tablets, assistive technology lending libraries, hotspot check-outs, etc. to include in the digital equity online resource (Asset Inventory) page.

Key Activities:

• Survey covered population advocates, libraries, school districts, and state agencies providing assistance and education programs regarding their device distribution, including limitations or restrictions placed on devices.
• Create and make available to the public an inventory of device providers participating in the ACP program.
• As part of the ACP Promotions Campaign, market the webpage to advocates and individuals.

Strategy 4b: Develop, launch, and manage a program to provide devices to eligible Iowans.

Key Activities:

• Explore opportunities to support nonprofit refurbishers to set up business in Iowa.
• Identify and recruit institutions and businesses to be part of the donation program and understand potential barriers
• Determine eligibility requirements, needs of the individual, the application process, and distribution methods for the program.

Strategy 4c: Explore the feasibility of including technical assistance for “device issues” and requests for digital devices to the resources available through Iowa’s No Wrong Door (NWD) system including but not limited to 211.

Key Activities:

• Convene covered population stakeholders to determine the scope of assistance that could be provided through Iowa’s No Wrong Door system.
• Organize the information or hotline resources to be offered through Iowa’s NWD.
• Recruit private sector partners to explore using existing help desk systems to supplement the No Wrong Door system related to digital technology.

Measurable Objectives:

• According to the statewide public survey, 88 percent of Iowans responded that they had enough devices at home to meet the needs of all individuals in the house. This means there are approximately 150,000 households currently lacking enough devices to meet the needs of everyone in their family. The breakout distribution shows a significant need in some of the covered populations from the survey. The goal will be a 50 percent reduction of respondents that say they don’t have enough devices in the home in the statewide survey by the end of 2029 (94 percent positive response rate).
• To achieve this lofty goal, Iowa DOM will establish a device ecosystem that aims to deliver devices to qualified individuals. Device programming has a history of success in Iowa, but in isolated and one-time offers. Iowa DOM’s initiative will look to establish the device ecosystem and distribute 75,000 refurbished or donated devices to Iowans by the end of 2029.

Goal 5: Digital Skills - Develop a culturally responsive, robust and sustainable learning model to implement statewide and at the local level.

Strategy 5a: Customize a statewide digital skills curriculum.

Key Activities:

• Engage digital skills instructors who are currently providing training to develop a comprehensive curriculum that covers levels of abilities from basic device usage to using the internet to protecting yourself from cyber threats that may arise while using various software, platforms, and online services.
• Determine a platform for statewide access to the curriculum.
• Conduct community outreach and training on utilizing the curriculum to service agencies and training partners such as libraries and community centers.

Strategy 5b: Develop a virtual training platform for individuals to access digital skills training using the statewide curriculum.

Key Activities:

• Create digital skills learning modules based on the statewide curriculum.
• Work to expand modules to be offered in a growing number of languages, including ASL.
• Develop a digital ability assessment tool to ensure that virtual participants are guided to the modules they need based on their current digital skills.

Strategy 5c: Develop a network of in-person Digital Navigators located across the state.

Key Activities:

• Recruit Digital Navigators that reflect and represent covered populations.
• Engage with partners in developing a navigator network assembled through a collaboration of Iowa’s public libraries, academic institutions, covered population advocates, and community-based telecommunication providers.
• Evaluate existing programs (both at home and in person) to explore how current programs can be utilized and leveraged to maximize the total number of Navigators available to assist Iowans. For example, offer a digital equity certification or badge to community health workers to increase the level of assistance they can provide to clients and improve their professional marketability.

Measurable Objectives:

• On average, show a 10 percent increase in digital skills confidence in the statewide survey (defined as the change in response rate from those who responded with “not familiar with terms or tasks” or “don’t know how to do this” to “can do, but not well” or “can do well” plus any measurable increase from “can do, but not well” to “can do well”).
• Iowans will have access to a system of over 250 digital skills information desks and/or kiosks.
• At least 50,000 Iowans will receive some type of digital skills training (online and/or in-person) training through the statewide digital skills curriculum.

Goal 6: Online Accessibility & Inclusivity of Essential Public Resources and Services - All Iowans can access essential online services regardless of ability or disability.

Strategy 6: Develop and manage an accessibility review process that includes guidelines for human centered design to ensure that state agency websites and digital documents for essential resources are accessible.

Key Activities:

• Engage partners to identify essential services.
• Establish an accessibility review process to advise essential services organizations on the techniques and practices to continuously improve the accessibility of online services. Such recommendations may include language translation needs, reading level adjustments, multiple display formats, uncomplicated instructions, Vlogs using American Sign Language (ASL), etc.
• Take steps to address identified issues with existing data collection programs and databases that may create obstacles for achieving comprehensive levels of accessibility and inclusivity.

Measurable Objectives:

• 100 percent of essential online services for state government participate in the accessibility review process.

Goal 7: Online Privacy and Cybersecurity - Educate Iowans about privacy and cybersecurity threats and equip them with the necessary tools and information to protect themselves.

Strategy 7a: Identify and support a network of cybersecurity trainers and resource providers throughout the state.

Key Activities:

• Meet with and explore opportunities to support Iowa State’s efforts across the state to promote cybersecurity and digital skills programming across Iowa.
• Ensure that workshop and webinar opportunities provided by the AARP Fraud Watch Network and the Iowa Insurance Division’s Senior Health Insurance Information Program-Senior Medicare Patrol (SHIIP–SMP) are shared with covered population stakeholders, and are included in the digital equity online resource (Asset Inventory) page.
• Create online privacy and cybersecurity certification/badge instructional package for Digital Navigators.

Strategy 7b: Continue to conduct an ongoing statewide Cybersecurity Awareness Campaign.

Key Activities:

• Identify distribution methods such as state social media platforms, news releases, posters shared with covered population service providers and advocates, etc.
• Research and share available resources and videos from respected parties such as the Cybersecurity & Infrastructure Security Agency (CISA) and the National Cybersecurity Alliance.

Measurable Objectives:

• On average, show a 10 percent increase in cybersecurity-related digital skills confidence in the statewide survey (defined as the change in response rate from those who responded with “not familiar with terms or tasks” or “don’t know how to do this” to “can do, but not well” or “can do well” plus any measurable increase from “can do, but not well” to “can do well”).
• To help Iowans improve their digital skills around online privacy and cybersecurity, Iowa DOM will serve as an active partner in Cybersecurity Awareness Month each October. Participation will include promoting cybersecurity videos, webinars, tips and more through multiple media channels. Additionally, Iowa DOM will support trainings, webinars, and workshops for Iowans to learn more. By the end of 2029, at least 25,000 Iowans will have completed some form of cybersecurity training to improve the results in the statewide survey.

Iowa Wants to Hear From You

Public comments on Iowa's draft Digital Equity Plan can be submitted on the Iowa Department of Management's website. The deadline for public comments is February 2, 2024.

More in this series:

• Centering Communities in Arizona's Digital Equity Plan
• The Plan for a Connected Illinois
• Developing Digital Skills and Opportunity in Arkansas
• A New Chapter of Digital Equity Work in California
• New Mexico's Plan for an Inclusive and Prosperous Society
• Everyone Connected: Connecticut's Digital Equity Plan
• Coloradans at the Heart of State's Digital Access Plan
• Connected and Empowered: A Digital Equity Plan for Pennsylvania
• Guiding Texas' Digital Opportunity Investments
• Florida's Roadmap for Closing the Digital Divide
• Creating Digital Opportunities in Nebraska
• Developing Digital Equity Solutions in Vermont
• Working Towards Digital Equity in DC
• Oregon's Plan for Meaningful Broadband Access
• Massachusetts' Unified Vision of Digital Equity
• Alaska's Plan to Address Broadband Adversity
• Georgia's Plan for Digital Connectivity
• In a New York State of Digital Equity
• A Plan for Digital Equity in Delaware
• Equity for the Digital Age: Maryland's Plan
• North Dakota's Collective Approach to Digital Equity
• A Plan for Connecting New Jersey
• Achieving a Digitally Inclusive Ohio
• A Digital Access Plan for All Idahoans
• Envisioning a Connected, Interconnected Alabama
• Missouri Pursues Sustainable Digital Opportunity Initiatives
• A Digital Equity Plan to Connect All Kansans
• South Dakota's Plan to Leverage Digital Equity to Reach Economic Goals
• Aloha Spirit Inspires Hawai'i Digital Equity Plan
• The Plan for Closing Nevada’s Digital Divide
• Wisconsin's Digital Equity Values
• ¡Su opinión cuenta! Puerto Rico Releases Initial Draft of Digital Equity Plan | ¡Su Opinión Cuenta! Puerto Rico Pública el Borrador Inicial del Plan de Equidad Digital
• Kentucky Pursues Full and Equitable Digital Access for All
• Tennessee Drafts a Digital Opportunity Plan
• Washington State Sets Digital Equity Goals
• West Virginia's Plan to Conquer the Digital Divide
• Wyoming Seeks Feedback on Digital Access Plan
• Communities Know Communities Best: Michigan's Digital Equity Plan
• Montana's Digital Opportunity Plan
• Achieving Digital Independence in Utah
• Maine's Vision of Digital Equity
• A Look at Louisiana's Draft Digital Equity Plan

The Benton Institute for Broadband & Society is a non-profit organization dedicated to ensuring that all people in the U.S. have access to competitive, High-Performance Broadband regardless of where they live or who they are. We believe communication policy - rooted in the values of access, equity, and diversity - has the power to deliver new opportunities and strengthen communities.

---

© Benton Institute for Broadband & Society 2023. Redistribution of this email publication - both internally and externally - is encouraged if it includes this copyright statement.

---

For subscribe/unsubscribe info, please email headlinesATbentonDOTorg