Indiana Digital Equity Plan 010724

T
AF
INDIANA
DIGITAL EQUITY PLAN
R
D
INTRODUCTION....................................................................................................... 4
PLAN CREATION...................................................................................................... 4
Plan Contributors........................................................................................................ 5
Creation Process.......................................................................................................... 6
CURRENT STATE OF DIGITAL EQUITY.................................................................... 8

Data Gathering and Community Engagement....................................................... 8
Survey........................................................................................................................ 8
Key Informant Interviews........................................................................................ 9
T
Secondary Data Sources......................................................................................... 10
Asset Inventory........................................................................................................ 14
Asset Mapping....................................................................................................... 14
Existing Digital Equity Plans.................................................................................. 17
AF
State Plans and Goals................................................................................................18
Regional Solution Sessions..................................................................................... 19
Summary of Community Engagement.................................................................. 20
Data Insights and Barriers......................................................................................... 21
Access........................................................................................................................ 21
Devices...................................................................................................................... 23
Use............................................................................................................................. 24
R
Mindset and Trust.................................................................................................... 26
Context...................................................................................................................... 27
Barriers......................................................................................................................... 28
THE DIGITAL EQUITY PLAN.................................................................................... 29

D
Vision............................................................................................................................. 29
Goals/Strategies/Objectives........................................................................................ 29
MOVING FORWARD................................................................................................ 36
Implementation............................................................................................................ 36
Stakeholder Engagement............................................................................................ 38
Evaluation...................................................................................................................... 39
Timeline......................................................................................................................... 40
APPENDIX................................................................................................................ 41
INTRODUCTION
The 21st century is increasingly digitizing our economy and society. People, communities,
and organizations that are not able to fully participate in this digital economy and society
are falling behind and their quality of life is being negatively affected. However, the digital
equity landscape is complex. It is critical to understand what this landscape looks like, as
well as its related barriers and assets. More importantly, digital equity is a hyperlocal issue
for which cookie-cutter approaches will yield limited impact.
In response, the federal government released the State Digital Equity Planning Grant
program, part of the Infrastructure Investment and Jobs Act
(IIJA), that provides funding for all states and territories
T
A Closer Look to draft a digital equity plan, paying particular attention
to nine covered populations. Covered populations
are individuals that may require additional help in
Covered Populations overcoming the digital divide due to unique digital
AF equity barriers and needs. Capacity-building funds
1. Individuals who live in covered will then be distributed to states and territories to aid
households*; in the implementation of the plan.
2. Aging individuals;
This five-year plan will serve as Indiana’s first-ever
3. Incarcerated individuals,
other than individuals who statewide digital equity plan. The five-year plan
are incarcerated in a Federal contains five sections, including the introduction
correctional facility; that outlines the purpose and process for the
5. Veterans; plan’s creation. The next section, The Current State
6. Individuals with disabilities; of Digital Equity, provides context for the plan by
7. Individuals with a language briefly reviewing the data gathering and community
barrier, including individuals
who—
engagement that informed this plan. The third
R
a. Are English learners; and section showcases the vision, goals, strategies and
b. Have low levels of literacy; objectives that make up the heart of the digital equity
8. Individuals who are members of plan. Then the fourth section, Moving Forward, puts
a racial or ethnic minority group; the plan into action by outlining implementation
and
strategies, an anticipated timeline, and evaluation
9. Individuals who primarily reside in
a rural area. procedures. Finally, the appendix provides additional
resource materials.
D
* The term “covered household” means a

household, the income of which for the most
The Purdue University Center for Regional
recently completed year is not more than 150
Development (PCRD), part of the university’s Office
percent of an amount equal to the poverty
of Engagement, in partnership with the Indiana
level, as determined by using criteria of poverty
established by the Bureau of the Census.
Broadband Office (IBO) and the Indiana Office
of Community and Rural Affairs (OCRA), led the
planning, which included significant community engagement and multi-layered data
analysis to untangle the nuances of Indiana’s digital equity landscape. The process will be
explored further in the following section, Plan Creation.
Indiana Digital Equity Plan | Page 4

PLAN CREATION
Plan Contributors
The backbone and driver of this initiative was a newly
formed statewide digital equity task force. PCRD, IBO, and
OCRA representatives from organizations that work closely
with the covered populations (see page 4 for the full list), as well as
organizations focused on broader state goals and efforts such as workforce
development, education and health. The goal was to engage those with
experience and connections to the individuals the plan seeks, as well as bringing in major
players to avoid duplication of existing efforts and promote collaboration towards common
T
goals. The list below shows the organizations represented on the task force.
Indiana Office of Equity, Inclusion, and

AARP
Opportunity
AF
City of Bloomington
Indiana Association of Regional

Councils
Indiana Philanthropy Alliance
Indiana Rural Health Association
Indiana Broadband Office

Indiana Rural Schools Association
(2 members)
Indiana Department of Veteran Affairs Indianapolis Public Library

R
Indiana Department of Workforce
United Way of Central Indiana
Development
Indiana Office of Community and

Indiana Department of Corrections
Rural Affairs
D
PCRD met at least 10 times with the task force, usually once a month, starting in November
of 2022 through December of 2023 both in-person and virtually. The main role played
by the task force was to leverage its multiple networks to promote elements of the plan
(e.g., digital assets map, recruit digital ambassadors, regional solutions sessions), provide
feedback on data reports and insights, and draft the first version of the plan’s vision and
goals while incorporating feedback from the public.

Creation Process
PCRD followed closely the Notice of Funding Opportunity (NOFO) and the templates
provided by the National Telecommunications and Information Administration (NTIA)
when creating the plan. The PCRD team attended two digital equity trainings organized
by the National Digital Inclusion Alliance (NDIA) and the Federal Reserve system. PCRD
coordinated extensively with IBO to ensure, as required, the Broadband Equity, Access, and
Deployment (BEAD) plan and digital equity plan align.
Given the 12-month digital equity plan deadline, the plan’s complexity, and the critical need
for community engagement, PCRD designed the plan creation process to consist of four
main phases, driven by the Indiana digital equity task force. Figure 1 below illustrates the
phases of this planning process and key elements, with more information on each phase in
the following section, Creation Process.
T
Figure 1. Digital Equity Plan Timeline
AF
Phase 1
Taskforce Formation
Recruit key organizations
Bring digital equity experience

Cover a wide range of groups
Include diverse perspectives
Phase 2
Data Gathering & Insights
Survey Indiana residents Analyze secondary data
R
Key informant interviews Review with taskforce
Phase 3
Data Application & Community Engagement
D
Utilize data insights Conduct regional solution sessions
Draft vision & goals Determine barriers & gather solutions
Phase 4
Refining & Adopting The Plan
Analyze regional solution sessions Post plan for public comment
Review goals, strategies, & objectives Make changes as needed & submit

The first phase focused on building
a successful foundation for the
planning process through forming
the task force, as highlighted in
the previous section. PCRD worked
with the IBO and OCRA to identify
organizations and state agencies that
would bring essential insights to the
planning process, such as those that work
closely with covered populations and key sectors
such as workforce development, education, and
healthcare. Taskforce members were expected to
bring first-hand experience from their organization
about digital equity to keep the plan relevant, particularly
T
for the audience or sector they serve. In addition, we sought task
force members with networks that would help the planning process reach
a wider audience. Ultimately, the task force provided a foundation that allowed
the planning process to include diverse perspectives from beginning to end.
The second phase of the planning process consisted of gathering relevant data and
AF
reviewing with the task force. PCRD utilized multiple avenues for primary data gathering,
including a survey of Indiana residents and key informant interviews. In addition, PCRD
analyzed data from several secondary data sources, including the U.S. Census Bureau
American Community Survey, Lightcast, Google and the Regional Economic Modeling, Inc.
Further details on the data gathering process and resulting insights are available in the
Current State of Digital Equity section.
The third phase of the planning process applied the data insights and began community
engagement. The task force used the data gathered so far to draft the plan’s vision and
goals. Then seven regional solution sessions were conducted to determine barriers and
gather solutions to inform the plan’s strategies and objectives. More information on the
R
results of the solution sessions are available in the Current State of Digital Equity section.
The fourth phase of the planning process was refining and adopting the plan. Once the
input from the regional solutions sessions was analyzed, the task force reviewed the
updated goals, strategies and objectives. The updated plan was then posted for public
comment from January 8 to February 9, 2024 on the Indiana Broadband Office’s website.
D
The public comment period was promoted through a variety of channels and shared
widely through the task force network and other grassroot organizations. Comments were
collected through a dedicated email address and are listed in Appendix C.

CURRENT STATE OF
DIGITAL EQUITY
Indiana’s digital equity landscape is a variegated typography that changes county by
county. With 6.6% of the state being rural and 78.4% being urban, and 14.9% being
micropolitan (small towns), it’s important to consider the individual needs of each of
these communities and their unique digital equity barriers (and that of their requisite
constituencies and covered populations).
Data Gathering and Community Engagement
T
Drafting the first-ever state digital equity plan warranted a heavy reliance on data, in
addition to significant community engagement. This section will go through the data
gathering and community engagement conducted to inform this plan. Remember that
digital equity can be measured in different ways; therefore, it is essential to consult
multiple data sources from secondary data sources like U.S. Census Bureau American
AF
Community Survey and Lightcast to primary data like first-hand accounts of those
experiencing barriers and digital inclusion practitioners. This section is meant to give
an overview of the methods and outputs of this effort to provide context for the results
discussed in the Barriers and Data Insights section.
Survey
In regards to primary data collection, two efforts were completed. One was a survey and
another was key informant interviews. For the survey, PCRD partnered with the Indiana
University Survey Research Center to design, validate and conduct the survey.
The objectives of this survey were to provide contextual information on the
R
state’s digital equity landscape, serve as a benchmark for interventions
taking place in the future, and document digital equity differences
among groups. Approval from Purdue’s Institutional Review Board
was obtained and a total of 8,000 Indiana household addresses were
randomly selected using an address-based sampling frame stratified
by study-specific demographics and geographic target characteristics.
D
The survey was designed to oversample covered populations.

A push-to-web phase consisted of a mailed invitation
letter with a web link followed by a paper questionnaire
to non-respondents. Approximately five weeks later, a
four-page survey was mailed with a cover letter to the
remaining eligible sample. A $1 dollar bill was included in
both phases as an incentive and $15 VISA gift cards were
offered to respondents who submitted a web or paper
survey. Responses were weighted and calibrated based
on respondent distributions on gender, age, education,
race/ethnicity, and urban/rural status. A total of 1,225 responses

were captured with an overall response rate of 18.2%. Efforts were made to obtain a
representative sample of covered populations (share of responses align with the latest
Census distribution). Close to one-fifth of respondents were minorities, 31% were aged 60
or older, 28.7% rural, one-quarter earned less than $35,000, close to 40% had high school
or less, 10.5% were veterans, 16.3% spoke a language other than English at home, and 36%
had a disability. A more detailed breakdown of responses and results is discussed in the
next section.
“
Key Informant Interviews
Key Informant Response
Parallel to the survey, the task force was asked to
identify individuals who have experienced digital
inequities for a virtual, up to 45-minute semi-
People need access to
structured interview. Most task force members were
their device and their also interviewed. The objective of these interviews
T
device needs to have was to document barriers directly from those
access to the Internet. affected, as well as those who work with affected
covered populations. The semi-structured interview
When either of those asked about ideal uses of digital technology, barriers
two things isn’t true,
AF encountered, potential solutions, existing resources,
the barriers just start and who else could be interviewed. A total of 47 key
to compound quite informant interviews were completed, coded and
analyzed. Table 1 summarizes covered populations
quickly.” discussed in key informant interviews either by
participants self-identifying or discussing populations
they serve. Note numbers are not mutually exclusive.
Table 1. Key Informant Characteristics

R
Covered Population Number of Interviews
Rural Residents 25
Low-Income 27
D
Aging Individuals 12
Work with incarcerated individuals 8
Veterans 3
Individuals with disabilities 11
Individuals with a language barrier 10
Individuals who are members of a racial or ethnic minority 11

Secondary Data Sources
In regards to the analysis of secondary data sources, multiple reports were completed.
These reports were discussed in depth with the task force to jumpstart meaningful
conversation around digital equity and inform them as they worked on the vision and
overarching goals of the plan. Summaries and snippets from these reports were shared on
social media and at the regional solutions sessions to better inform stakeholders on the
digital equity landscape in the state.
First, a state of the digital divide in Indiana and a regional digital inclusion profile report
were completed that provided insights on digital equity across the state. The innovative
metric developed by PCRD was used when analyzing the state of Indiana’s digital divide.
Census tracts and counties across Indiana were divided into low, moderate, and high—
based on their digital divide index (DDI) scores. Low and high geographies were then
compared across a host of socioeconomic variables. Figure 2 shows Indiana tracts divided
T
into low (lighter blue), moderate,
2021 Indiana Census Tract by Low, and high (darker blue areas)
Figure 2.
Moderate, or High Digital Divide digital divide areas as shown
in the State of Digital Divide in
AF Indiana report.
Results indicate that a higher
share of rural, minority, veteran,
poor, disabled, limited English
proficient households, and
senior citizens live in high digital
divide areas compared to low
digital divide areas. Likewise, a
lower labor force participation
rate, educational attainment,
share of digital economy jobs,
R
and share of occupations
requiring high digital skills were
present in high digital divide
areas compared to low areas
across the state. Read the full
report here.
D
On the other hand, the regional

digital inclusion profile looked
at additional variables across
six regions defined by OCRA.
Total population trends by age
group, racial/ethnic breakdown,
educational attainment, rurality,
poverty, and other variables

were analyzed (mostly at the Census tract level) for
stakeholders to better understand the socioeconomic A Closer Look
and demographic context under which digital equity
is taking place. Likewise, the geographical distribution Check Out These
of some covered populations were analyzed as well. Analyses of Secondary Data
Digital equity variables such as digital distress
State of the Digital Divide in
and the digital divide index were also analyzed. Indiana
Lastly, digital economy, workforce and economic
development variables were also analyzed to better Regional Digital Inclusion Profile
understand the implications and potential of digital Digital Equity & Covered
equity. Figure 3 shows the location of individuals Populations Hotspots
with any disabilities in Indiana (taken from the digital Impact of Next Level
inclusion profile report). Read the full report here. Broadband Connections and
Indiana Connectivity Program
T
Second, to better help digital equity stakeholders Investments
prioritize and be strategic about where digital
The Impact of Remote Work
equity interventions may be needed, an interactive
digital equity and covered populations hotspot map
at the Census tract (neighborhoods) level was presented to the task force and eventually
AF
released to the general public. This map showcases neighborhoods that are in the highest
group based on the state distribution of the share of covered populations as well as digital
distress variables. In other words, this
2021 Share and Location of map is a visual guide to identify areas
Figure 3.
Individuals with Any Disability more likely to require digital equity
interventions keeping in mind their share
of covered populations.
R
D

Third, a preliminary scenario planning for digital inclusion and equity in Marion County
(home to the state capital, Indianapolis) was completed using multiple datasets. The
objective of this analysis was to explore spatial mismatches between transportation
accessibility, the digital divide, poverty and racial/ethnic minorities by overlaying real-time
labor market information (e.g., general and remote/hybrid job postings, living wages),
transportation accessibility (e.g., public transit stops and routes), race/ethnicity, poverty
and digital divide index spatial data. Preliminary results showed that:
• Remote/hybrid job postings have proportionately increased from 2.5% in 2018 to
12.5% in 2022 in Marion County.
• Proportionally more remote/hybrid options have higher educational requirements
than non-remote options.
• Racial/ethnic minorities and poverty are spatially concentrated in Marion County.
Transit routes and stops do not cover all these concentrated areas of racial/ethnic
T
minorities and high poverty. Similarly, transit routes and stops do not serve all areas
with a high digital divide, as measured by the digital divide index.
This means that single mothers, a higher share of which are minorities and poor, are the
least likely to benefit from remote/hybrid jobs paying more than the living wage. They,
AF
in turn, may have to rely on traditional jobs, that while paying a living wage, may require
transportation. Hence, the barriers for racial/ethnic minorities and poor populations
include education, broadband, and transportation accessibility. Figure 4 shows areas with
no public transit service overlap with high digital divide areas in Indianapolis.
Figure 4. 2021 Public Transit Stops and the Digital Divide, Marion County, IN
R
D

Finally, a general equilibrium model was purchased and used to gather insights on the
impact of broadband infrastructure investments (a significant barrier to digital equity) as well
as remote workers including its impact on specific socioeconomic groups. These insights
were critical to help stakeholders understand the “what if” of digital equity in the state. In
other words, the impacts documented by the model would be much larger were digital
“
equity a reality. This analysis also helped showcase that
there are existing opportunities in place that can be
Key Informant Response leveraged or augmented if digital equity were a reality
in Indiana.
The need for access Multiple secondary data sources were analyzed,
including Census data as well as proprietary datasets,
to the Internet or resulting in several reports and insights that
devices has moved informed both the task force as well as the solutions
from something that’s sessions participants and general public. Additional
T
innovative metrics developed previously by PCRD
incredibly helpful to
were also analyzed (e.g., digital divide index and
something that’s just digital distress). More importantly, these data insights
absolutely vital.” resulted in the state’s digital equity dashboard, a
group of 19 variables that will be monitored to gauge
AF the state’s digital equity landscape during the next
five years. These include data on school-aged children, seniors, race & ethnicity, digital
distress, household income, and the digital economy.
All these reports and data analysis yielded significant insights to inform the task force on
the state of digital equity in Indiana. A summary of findings, from both the primary and
secondary data, was prepared and shared with the task force and in several statewide
public forums.
R
D

Asset Inventory
Digital equity in the state does not happen in a vacuum. Consequently, this section
provides an overview of an asset inventory completed as part of this planning process.
First, a summary of digital asset mapping is discussed followed by a review and integration
of existing digital equity plans and resources in the state.
Asset Mapping
The statewide digital equity task force helped instigate the promotion of an interactive
digital assets map with the intent for it to be crowdsourced by Indiana residents and
organizations. The objective was to gain a sense of where existing digital assets are located
across the state.
The Indiana Geographic Information Office provided a map of community anchor
T
institutions (CAIs) such as schools, nonprofits, and other organizations in Indiana.
Representatives from these organizations were able to type an address to find that
particular CAI and verify its address. If a CAI was not included, users could contact PCRD
asking for this CAI to be added to the fabric.
AF
Once the CAI was located, users were asked to complete a short form capturing
information on digital assets available at that location such as public Wi-Fi, space for digital
literacy workshops, availability of public computers, etc., as well as listing the audiences
they mostly work with or target such as the general public, rural populations, veterans, etc.
This crowdsource effort will continue, but as of early October 2023, digital assets
information was gathered on 143 CAIs. Close to three-quarters of these CAIs offered public
Wi-Fi, close to 60% had meeting space available, and a little more than half had computers
available for the public. However, less than 17% had a device loaning program while less
than one-quarter had a hotspot loaning program. See the full breakdown of assets at CAIs
in Table 2.
R
Table 2. Breakdown of Assets at Community Anchor Institutions (CAIs)
Assets Total (n=143) Percent Total

D
Public Wi-Fi 103 72.0
Computer(s) for Public Use 73 51.0
Hotspot Loaning Program 34 23.8
Device Loaning Program 24 16.8
Digital Skills Training 68 47.6
Meeting Space 85 59.4
Other 32 22.4

Regarding the audiences they primarily work with or target, close to 90% work with the
general public, close to two-thirds with aging individuals, and a little more than 60% with
disabled individuals. Less than one-fifth work with incarcerated individuals while a little
more than 42% work with veterans. Table 3 shows the breakdown of CAIs for each covered
population.
Figure 5 summarizes the digital assets recorded thus far for each region.
Breakdown of Community Anchor Institutions (CAIs) for Each Covered

Table 3.
Population
Covered Population Total (n=143) Percent Total
General public 128 89.5
T
Rural populations 79 55.2
Aging individuals 93 65.0
Incarcerated individuals
AF 26 18.2
Veterans 60 42.0
Individuals with disabilities 88 61.5
English language learners 76 53.1
Individuals with low levels of literacy 85 59.4
Racial or ethinic minorities 86 60.1
Other 16 11.2
R
D

Figure 5. Summary of Digital Assets Per OCRA Region
T
AF
R
D

Existing Digital Equity Plans
Although this is Indiana’s first-ever statewide digital equity plan, Indiana residents have
been working collaboratively over the past five years to create community, county, and
regional-level plans. Indiana currently has six local digital equity plans targeted at the city,
county or regional level. In addition, Indiana has one federally recognized tribe, who do
not have a plan at this time. PCRD reviewed these plans with the taskforce during the data
gathering phase of the planning process. General digital equity themes, such as access,
devices and digital skills were identified across the plans. While all the plans address
digital equity issues, they go about it in different ways. Based on these characteristics
three categories of plans emerged, equity-focused, economic development-focused and
community development-focused. The taskforce took these insights and incorporated
them into the the state plan’s goals, strategies and objectives.
T
Equity-Focused Plans
identify populations vulnerable to the digital divide and focus on creating opportunities
for all residents.
Topics
AF Plans
Affordable Connectivity Program, City of Bloomington Digital Equity
targeted audiences, audience-specific Strategic Plan, South Bend Digital
resources and programs, etc. Equity Roadmap
Economic Development-Focused Plans

incorporate digital inclusion into economic development strategies.
Topics Plans
Small Business Support, Workforce Boone County 5-year Digital Inclusion
R
Digital Skills, Business Connectivity, Plan, Carroll County Digital Inclusion
Digital Agriculture, etc. Initiative
Community Development-Focused Plans

D
incorporate elements of the other two categories with the ultimate aim of addressing
digital equity for all facets of the community.
Topics Plans
Community/Regional collaboration, Rush County Digital Inclusion Plan,
device programs, digital literacy Southeastern Indiana Regional
ecosystems, community and Digital Inclusion Plan
economic development

Moving forward new digital equity plans are not just expected, but encouraged through
objectives such as those under strategy 3.1. Groups developing local or regional digital
equity plans will be encouraged to collaborate with the state taskforce and statewide
practitioner networks developed by the plan. Ultimately, the state plan should provide
avenues to support local or regional digital equity plans by including similar digital equity
themes, offering funding opportunities and developing resources for success.
State Plans and Goals

Digital equity does not happen in a vacuum, so as part of the planning process the
taskforce gathered plans that overlap with the state digital equity plan. In each of the
reviewed plans, the ability of Hoosiers to access digital infrastructure, devices, resources or
skills is somehow mentioned. Table 4 lists each of the plans reviewed, what parts of that
plan mention a facet of digital equity, and what goal, strategy or objective of this digital
equity plan correlates with that plan.
T
Table 4. Other State Plans and Correlations to the Indiana Digital Equity Plan
Plan Name
AF
Indiana’s Multi-Sector
Organization
Indiana’s Family
& Social Services
Parts of this Plan
Relevant to Digital
Equity
Correlation with
Indiana’s Digital
Equity Plan’s Goal/
Strategies/Objectives
Goal 5 Goal 1
Plan on Aging Administration (FSSA)
– Division of Aging
Indiana’s State Service

Serve Indiana Priority Area 1 Goal 3
Plan
R
The Indiana State
Library’s 2022-2027 Indiana State Library Goal 6 Goal 1, 2, and 3
Strategic Plan
D
In addition, the taskforce reviewed policies from 6 organizations: Indiana Association of

Regional Councils (IARC), Indiana Department of Workforce Development (DWD), Indiana
Rural Schools Association, Indiana Office of Equity, Inclusion, and Opportunity, Indiana
Department of Veterans Affairs, and the United Way of Central Indiana. See a summary of
the analysis for these plans and policies in Appendix D.

Regional Solutions Sessions
The regional solutions sessions were Solutions Sessions Snapshot
designed to validate barriers and
capture solutions from attendees,
including digital ambassadors. This
resulted in barriers being validated
and numerous solutions being
captured and translated into the
plan’s strategies and objectives.
Digital ambassadors representing
individuals from several covered
populations who have experienced
and overcome digital inequities were
T
recruited by task force members.
They were recognized at the regional
solution sessions and their input was
extremely valuable. A total of 148
participants discussed 137 barriers
and 388 proposed solutions. Figure 6
AF
shows the locations of the in-person
and virtual meetings across the state.
Solution Session for the Northwest Region
held in Delphi, Indiana
Figure 6. Regional Digital Solutions Sessions Across Indiana

R
D

Summary of Community Engagement
Community engagement was essential to informing this plan, particularly from covered
populations. The planning process included multiple engagement methods, recognizing
that people may feel more comfortable engaging in one over another. The formation of the
task force kicked off the engagement by bringing in stakeholders representing the covered
populations and key state activities. In addition to participating throughout the plan’s
creation, the task force used their networks to inform the plan and to disperse engagement
opportunities. One of these was the key-informant interviews, which started with task
force members, who would then refer 4-5 individuals to participate, and those participants
would recommend an additional 4-5 participants. The result was a variety of participants,
including individuals of covered populations, practitioners who work with one or more
covered populations, and other key stakeholders. A similar process was used to promote
the regional solution sessions, gather submissions for the asset map, and market the plan
T
during the public comment period.
AF
R
D

Data Insights and Barriers
The digital equity landscape in Indiana is a complex one. This section provides an overview
of the insights gained from data gathering, including when available, information on
covered populations. Remember that digital equity is multi-faceted and can be measured
in different ways. While this section is not meant to be comprehensive, it is important to
keep in mind that the variables discussed next are but one way to understand this issue.
Ultimately, the objective is to outline data insights and identify barriers.
The process of data analysis and community engagement yielded documentation of
multiple digital equity barriers in Indiana. The results showed many barriers overlapped
across covered populations with overarching issues being similar. To make discussion of
the insights and identified barriers easier, the documented barriers were grouped into
five buckets. While these buckets will be used to structure the insights discussion, it is
T
important to note that there is significant overlap between the buckets. Unless otherwise
specified, these barriers affected most of the covered populations analyzed.
Access
According to the 2017-2021 American Community Survey (ACS), 24.7% of households
AF
in the state did not have home internet access or relied solely on cellular data to access
the internet. When looking at urban versus rural (one of the covered populations), this
percentage was 22.7% in urban areas versus 30.2% in rural areas of the state, clearly
showcasing digital inequities between urban and rural.
When looking at income and location, a similar pattern emerges regarding home internet
access. Roughly 30% of households making less than $35,000 per year did not have home
internet access compared to 5% of households making $75,000 or more per year. When
comparing urban and rural, 36.8% of rural households
making less than $35,000 per year did not have
By The Numbers home internet access compared to 28.7% of urban
R
households. Clearly, location and income play a role
in Indiana’s digital inequities measured by home
24.7% internet access.
of Indiana households do not have When looking at school-aged kids, according to the
internet access ACS, the percentage of children aged 3 years or older
D
enrolled in school without a computer or internet

30.2% in pre-kindergarten through 4th grade was 7.6%
compared to 7.3% in 5th through 8th grade and 6% in
of rural Indiana households do not
9th through 12th grade. However, the share of these
have internet access
students is higher in rural areas, especially among
younger kids, where 13.2% of pre-kindergarten
86.4% through 4th graders did not have a computer or
internet (6.7% in urban areas), 13.7% of 5th through
of Indiana minorities paid for
internet access in the last 12 months 8th graders (6.7% in urban areas) and 8.3% of 9th
through 12th graders (5.7% in urban areas).

In addition to the Census data, the digital equity survey and key informant interviews also
shed light on important data insights. The survey was administered using both paper
copies mailed to random addresses, as well as online. A total of 1,225 responses were
gathered. Efforts were made to obtain a representative sample of covered populations
(share of responses align with the latest Census distribution). To learn more about this
survey data, view the blog series on Indiana’s Digital Equity Landscape. Close to one-fifth
of respondents were minorities, 31% were aged 60 or older, 28.7% were rural residents,
one-quarter earned less than $35,000, close to 40% had high school or less, 10.5% were
veterans, 16.3% spoke a language other than English at home, and 36% had a disability.
Overall, 81.6% paid for home internet for all previous 12 months while 5.9% paid for some
months and 12.4% did not pay for home internet; among covered population groups the
largest difference was between those with a bachelor’s or more (95.1%) and those with
high school or less (69.1%); an unexpected finding was that a higher share of minorities
(86.4%) paid for home internet compared to whites (81%); as expected, a higher share of
T
urban respondents (83.7%) paid for home internet compared to rural (76.4%). See Figure 7
for differences between surveyed groups.
AF
Figure 7. Share of Survey Respondents by Groups
R
D

The main reason overall for not paying for home internet was the cost of computers and
internet service. The main reason for those ages 60 or older, disabled, rural, low-income,
less-educated, and white was internet cost while the main reason for minorities was that
their smartphone lets them do everything. Figure 8 summarizes the reasons why covered
populations did not pay for home internet for all of the previous 12 months. Note that
affordability, either of devices or home internet service, were the top reasons regardless of
covered populations.
Summary of Reasons for Not Paying for Home Internet for

Figure 8.
All of the Previous 12 Months
T
AF
R
Devices
D
When it comes to devices, the share of households in Indiana without devices or relying
solely on mobile devices was close to one-quarter. Again, when looking at urban and rural
areas of the state, differences emerge though not as large as with home internet access.
Roughly one-quarter of urban households did not have computing devices or relied solely
on mobile devices compared to close to 28% in rural areas.
Another factor to be considered when looking at digital inequities is the age group.
According to the 2017-2021 ACS, not having a computer is more of an issue among the
senior population (age 65 or older) compared to children (under 18) in Indiana. About 16%
of seniors did not have a computer versus 3.2% of children. Regarding computers but no
internet, the difference was lower at 7.5% seniors compared to 5% children. When looking

at urban and rural areas, differences exist but are lower: close to one-fifth (18%) of seniors
in rural areas did not have a computer compared to 16% in urban areas.
Regarding race and ethnicity, some differences also became apparent. For example, the
percentage of white residents with a computer but no internet was 5.5% compared to
8.3% of black and 6.9% of Hispanics. Regarding having a
computer, the percentage of white residents was 5.5%
By The Numbers
versus 8.2% of black and 4.6% Hispanics. Interesting
trends are seen when, again, looking at urban
versus rural areas. Close to 9% of white residents in
28% rural areas did not have a computer compared to
4.6% in urban areas; regarding black residents, the
of rural Indiana relies solely on
mobile devices or has no computing percentage was 3.5% in rural versus 8.5% in urban;
device and for Hispanics, the percentages were 2.7% in rural
versus 5% in urban areas.
T
18% In addition to the Census data, the digital equity
of seniors in rural areas do not have survey and key informant interviews also revealed
a computer important data insights. A little more than one-third
of survey respondents did not own a tablet, 43.5%
43.5%
AF
of survey respondents do not own a
home desktop computer
did not own a desktop, and close to one-quarter
did not own a laptop; 9.1% of respondents were
smartphone-only of which the majority were less
educated, lower income, younger, white, and urban.
Use
In addition to the Census data, the digital equity survey and key informant interviews also
detailed personal accounts of needs expressed and barriers encountered that helped
PCRD and the task force better understand digital inequities.. Overall, 92.1% of survey
R
respondents used the internet daily over the previous year; of those that did not use the
internet daily, the main reasons were not having a desktop or laptop followed by home
internet costing too much. In addition, close to one-third were not interested in doing
things online and did not feel comfortable using the internet.
D

The majority of respondents said internet use increased
their ability to find up-to-date information on local By The Numbers
events, entertainment options, opportunities to
stay in touch with friends and family, ability to do
day-to-day tasks more quickly, and access and use
healthcare services. A little more than one-third 92.1%
reported an increase in their anxiety and 28.8% of respondents used internet daily in
an increase in negative perceptions towards other the past year
people or groups.
The top online tasks for which respondents felt 82.3%
very and extremely confident was accessing online of respondents used internet for
banking (82.3%) followed by finding educational banking tasks
content and information (73.5%). The share of
respondents feeling very and extremely confident
25.5%
T
accessing and applying for government services was
the lowest with 63.7% followed by creating a resume of jobs require a high skill level of
digital literacy
with 67.5%.
Overall, close to two-thirds of respondents said they
AF
search online or rely on family when needing help with devices and/or internet; however,
ages 60 or older, rural, lower income, and less educated rely on family more followed by
searching online.
In addition to socioeconomic variables, analyses were completed on
workforce and economic variables that are also affected by digital
inequities. The hope is that as digital inequities are addressed, these
variables will also improve in an inclusive way. According to the Bureau
of Economic Analysis, about 1.9% of jobs in the state were related to 44
industries that are fully part of the digital economy (does not include
warehousing and retailing related to e-commerce). The
R
share of digital economy jobs in urban counties was
2.1% versus 1.1% in rural counties. In addition, the
share of jobs requiring low digital skills, as well as
high, was close to one-quarter for each.
However, the share requiring high
digital skills in urban counties was 25.5%
D
compared to less than one-fifth in rural

counties of the state. Looking at those
working from home, 7% of workers aged
16 or older worked from home. This
share was higher in urban counties at
7.6% and lower in rural counties at 3.9%
(shares include farmers).

Mindset and Trust
By The Numbers
Mindset and trust emerged as an issue across
several data sources. In the survey, mindset can be
attributed to why many respondents are not using
32.9%
the internet daily. Figure 9 shows the reasons for not
using the internet daily overall and for each covered
of respondents are not interested in population. The first two reasons have to do with
doing things online daily access, but then 32.9% of respondents reported they
were not interested in doing things online. No matter
the reason for not being interested, the root cause
31% here comes down to mindset. In addition, 31% of

respondents reported feeling uncomfortable using
of respondents feel uncomfortable the internet. While this may be a gap in digital skills,
T
using the internet daily it could also be an issue with trust, as is reflected
in feedback from the solution sessions and key
informant interviews.
Figure 9.
AF
Summary of Reasons for Not Using the Internet Daily
R
D

Context
The final bucket that emerged from the data is
that people’s context matters, and barriers often
compound upon one another. During the solution
sessions, while discussing skilling up existing workers,
one participant mentioned the importance of funding
childcare during digital skills classes. Having classes outside
working hours could prevent some people from attending as
they would need to set up childcare. So we need to be aware of
people’s existing context and how barriers can build on one another.
This pattern showed up repeatedly in the key informant interviews. One interviewee talked
about the complications with unhoused populations or those in temporary situations:
T
“We have a lot of unhoused populations, a lot of people who are in temporary
accommodations and they just aren’t able to make a commitment to a more
permanent solution. They’re in transitional housing or temporary housing, so that
could be things like a domestic violence shelter or maybe they’re in the process of
transitioning to a permanent address. They, of course, have options like hot spots.
AF
But if you’re unhoused or in those unstable situations, there’s a fear that resources
like technology might be stolen, lost or damaged. So they tend to want to hold back
until they feel like they have that kind of point of stability in their life. And then
they’re willing to make a decision. They also tend to see a lot of decision overload.
Because of that instability, making a commitment like, ‘I’m going to use $100 to buy
a device’ or, ‘I’m going to make a commitment to this service’ without someone like a
digital navigator or someone to help guide them through that process. It can be very
overwhelming because it’s so many decisions all at once.”
Another interviewee talked about how the barriers compound for some justice-involved
R
individuals:
“Lots of people that come out of the prison system are unemployed or
underemployed…They don’t have credit to get an AT&T-type contract, and we’re in
rural Indiana, so we have very few options like Boost [Mobile] and Cricket [Wireless]
but that’s it. There’s not a whole lot of non-contract places around out there, too.”
D
These are just a few examples, and these situations may not be unique to these
populations. But they illustrate the importance of being aware of the context in which our
target audiences live in in order to support auxiliary services.

Barriers
Identifying the barriers to digital equity in Indiana required a heavy reliance on data, in
addition to significant community engagement. The resulting barriers fall into five buckets
and the previous section reviewed the insights related to these five buckets. In summary,
the five buckets of barriers can be defined as follows:
An important barrier documented was lack of internet access, mostly in rural areas
of the state. Secondary data, survey responses, key informant interviews, and
Access regional solutions sessions confirmed that lack of affordable access to internet
service is an issue, particularly in rural areas. Lack of competition and options was
also mentioned as an issue.
T
Survey respondents and key informant interviews confirmed that the No. 1 barrier
to digital equity in the state is affordability of devices (e.g., laptop, desktop). A close
Devices second reason was the cost of internet service. For those ages 60 or older, disabled,
rural, low-income, less-educated, and white, the primary reason for not paying for a
home internet subscription was the cost of the service.
Use
AF Paid home internet subscriptions across groups varied with the educational
attainment category having the largest difference. Minorities said their smartphone
lets them do everything online and thus a home subscription is not needed.
Regarding internet use, security concerns, lack of internet, not feeling comfortable,
and low literacy were barriers for not using the internet more frequently, as was
the lack of a laptop/desktop. Personal life situations such as transportation, income,
and rurality affected individual digital equity as well.
Some key informants, as well as roundtable discussions during the regional

solutions sessions, identified that lack of trust on the internet contribute to digital
Mindset inequity. In addition, not understanding how the internet can personally benefit
R
and Trust individuals was also documented, hinting at a mindset and cultural issue. Lastly, lack
of awareness on resources and community support were also issues for folks to
subscribe to home internet and/or use the technology more frequently.
Barriers can compound and create additional hurdles people need to overcome
to leverage digital technologies. It’s important to be aware of the context in which
D
Context digital equity services are provided and support auxiliary services that reduce these
barriers.
This section has highlighted how extremely nuanced digital equity is within the state. This
data laid the foundation for the goals and strategies drafted by the taskforce. Then, this
data also drove the conversation at the digital equity solution sessions that determined the
objectives. All of this is presented in the next section of the plan.

THE DIGITAL
EQUITY PLAN
The vision for Indiana’s digital equity plan is based on the data gathered and analyzed
through community engagement in multiple industry clusters throughout the state. The
vision is as follows:
Indiana residents trust and use innovative connectivity for improved quality of life,
resulting in inclusive and resilient communities that ensure opportunities for all.
T
Of course, this vision is not attainable without a clear and measurable outline of the goals,
strategies, and objectives needed.
Goals AF
Goal 1
Provide Indiana residents with universal connectivity that is affordable, accessible, reliable,
equitable and available in public and private spaces to ensure maximum adoption.
Strategy 1.1: Assess and educate interested parties in a community to help provide full
coverage of the state with high-speed internet access.
Objective 1.1.1: Develop a program to inventory assets in the community critical

for full connectivity (e.g., grain silos, towers) and identify partnerships for creating
R
equitable access.
Objective 1.1.2: Develop a toolkit for municipal and county governments to
streamline broadband deployment (e.g., Broadband Ready certification) with a
strong emphasis on equity.
Objective 1.1.3: Collaborate with trusted community partners to develop and
D
market accessible home internet subsidy programs, specifically targeting areas with
an above-average share of covered populations.
Objective 1.1.4: Ensure community anchor institutions—especially in areas with an
above-average share of covered populations—have access to ultra-fast and reliable
connectivity that meets their needs.
Objective 1.1.5: Collect best practices for operating public Wi-Fi access points and
publish as part of the Indiana Digital Asset Map available through community
anchor institutions with special recognition of public access sites that are safe and
secure.

Objective 1.1.6: Pursue and promote programs that result in data on Indiana’s
connectivity landscape empowering leaders to make data-driven decisions on
broadband infrastructure investments.
Objective 1.1.7: Launch and/or support existing hotspot lending programs. Collect
best practices for hotspot lending programs and publish as part of the Indiana
Digital Asset Map and facilitate a network of practitioners for program growth and
improvement.
Objective 1.1.8: Support innovative ways to provide connectivity to specific
audiences such as:
• Students outside of schools for class work
• Adult learners to access supplemental education and training
• Post-release justice-involved individuals to advance economic prosperity
T
Objective 1.1.9: Establish an awards program to recognize organizations that work
to create equitable access.
Strategy 1.2: Strengthen existing incentives and/or develop new programs for Internet
AF
Service Providers (ISP).
Objective 1.2.1: Provide incentives to ISPs that complement existing programs

aimed at upgrading existing networks and reaching cost-prohibitive and unserved
areas.
Objective 1.2.2: Expand eligibility of state programs to ensure affordable
connectivity access that meets the needs of the consumer.
Objective 1.2.3: Waive state fees for broadband highway easement access,
especially those in areas with an above-average share of covered populations.
Objective 1.2.4: Streamline pole attachments and make-ready regulations,
R
especially those in areas with an above-average share of covered populations.
Objective 1.2.5: Facilitate collaboration between interested parties and ISPs to help
Hoosiers take full advantage of ISP assistance programs.
Objective 1.2.6: Develop and deploy resources for starting an ISP and/or
supporting small ISPs.
D
Objective 1.2.7: Work with BEAD and other funding programs to establish
reporting and evaluation expectations to increase accountability and
transparency.
Objective 1.2.8: Incentivize community reinvestment for ISPs by
prioritizing funding for ISPs that report investments in service
areas with an above-average share of covered populations.
Objective 1.2.9: Facilitate opportunities for ISPs and interested
parties to discuss community needs and strategize solutions.

Strategy 1.3: Create and equip informed consumers to increase demand and
encourage adoption.
Objective 1.3.1: Cultivate broadband-informed consumers through supporting

partnerships that educate and build awareness about broadband.
Objective 1.3.2: Incorporate a database of available broadband into the Indiana
Digital Asset map to inform availability for current and future residents.
Objective 1.3.3: Develop a system for consumers to report concerns regarding
home internet service to create accountability and transparency.
Objective 1.3.4: Encourage and support partnerships and programs providing
technical assistance with home internet set-up.
Goal 2
T
Ensure all Indiana residents have access to affordable devices needed to live, work, and
thrive along with the education to utilize that technology safely and successfully.
Strategy 2.1: Expand availability of quality and reliable devices in the community
relying on local device-related assets to educate and repurpose.
AF
Objective 2.1.1: Launch and/or support existing device loan or giveaway programs,
prioritizing programs that already serve covered populations and provide continual
tech support. Include peripheral devices (such as printers and assistive devices,
microphones, etc.) necessary for full participation in the digital economy.
Objective 2.1.2: Collect and publish best practices for operating device giveaway or
device loan programs and facilitate a network of practitioners to share experiences
and innovations.
Objective 2.1.3: Find ways to sustain and subsidize device giveaway programs and/
R
or offset the costs of device recycling/refurbishing programs.
Objective 2.1.4: Build capacity to support one-to-one devices in schools and beyond
(e.g., churches).
Objective 2.1.5: Establish community “tech hub” designation and/or facilities
to provide devices, technical support, and space for digital literacy workshops.
D
Prioritize tech hubs serving covered populations and filling specific needs
within those communities. Collect and publish best practices through creating a
community of practice to share experiences.
Objective 2.1.6: Develop device refurbishing skills through programs where
participants can refurbish and keep a computer.
Objective 2.1.7: Incentivize businesses, organizations, and individuals to donate
retired devices to refurbishing programs.
Objective 2.1.8: Create and market a directory of computer labs/tech hubs, device
lending programs, and device giveaway programs in the state of Indiana.

Objective 2.1.9: Ensure assistive technology is readily available and affordable,
making these devices (for the disabled community and other covered populations)
available via lending programs.
Strategy 2.2: Develop educational and trusted technical assistance programs to

maximize device adoption and use.
Objective 2.2.1: Encourage, fund, and support partnerships that educate the public
how to safely use devices.
Objective 2.2.2: In collaboration with lending programs, schools and libraries,
develop digital literacy programs that supply devices upon successful completion
and are invested in maintaining and updating them.
Objective 2.2.3: Engage with schools for the deaf and blind to connect individuals
in those communities to help them access non-standard devices. Build capacity
T
in schools to access assistive technology and leverage resources to keep them
affordable.
Objective 2.2.4: Support educational resources and programs that equip
consumers to make educated device purchases and build awareness about the
AF
importance of quality device ownership.
Objective 2.2.5: Leverage existing tech hubs/computer labs for digital skills classes
and support existing educational programs.
Goal 3
Build digitally resilient and equitable communities by supporting new and existing
ecosystems for local prosperity.
Strategy 3.1: Expand digital equity-focused capacity at the local level.

R
Objective 3.1.1: Fund and support local digital equity coalitions responsible for
making digital equity a priority in the community and for coordinating related
efforts.
Objective 3.1.2: Invest in storytelling to secure community buy-in and increase
awareness of what a fully connected community can achieve.
D
Objective 3.1.3: Invest in and recognize partners conducting innovative

digital equity programs.
Objective 3.1.4: Facilitate opportunities for coalitions across the state
to exchange best practices and resources to ensure statewide progress
towards digital equity.
Objective 3.1.5: Expand funding sources through engaging community
partners that generate savings/benefits from widespread device use.
Objective 3.1.6: Develop a digital equity bootcamp for local leaders and
provide recognition for those who complete the program.

Objective 3.1.7: Support and fund coalitions or other organizations in creating local
or regional digital equity plans that support the statewide plan and address local
barriers for covered populations.
Objective 3.1.8: Partner with organizations that work with covered populations to
fund initiatives or elevate voices to ensure that community solutions are meeting
their unique needs.
Strategy 3.2: Ensure digital equity goals contribute to the community’s quality of life.
Objective 3.2.1: Create a recommended whitelist of appropriate college and

employment websites–and other community resources–for use in device lending/
giveaway programs.
Objective 3.2.2: Develop guidelines and provide technical assistance to ensure
government and civic online services and information are accessible to all.
T
Objective 3.2.3: Recognize Indiana-based websites/web services going above and
beyond to be accessible to all.
Objective 3.2.4: Encourage and support programs connecting residents with local
digital services, such as telehealth, online banking, or government/civic services, to
AF
cultivate prosperous online communities.
Objective 3.2.5: Collaborate with partners to explore programs and policies
protecting children in the digital age.
Objective 3.2.6: Develop digital equity recommendations for incorporation and
consideration in local Continuity of Operations (CoOp) plans and encourage
coalition involvement in CoOp development.
Objective 3.2.7: Support programs that leverage telehealth to address healthcare
deserts and meet the unique needs of covered populations.
R
Objective 3.2.8: Encourage, support and fund programs and resources according to
best practices for digital civic engagement between local residents and leaders.
Strategy 3.3: Integrate digital equity into economic development strategies.
Objective 3.3.1: Educate leaders on the implications of artificial intelligence.

D
Objective 3.3.2: Leverage existing and future broadband infrastructure for

workforce attraction.
Objective 3.3.3: Develop and support Digital Agriculture programs and resources
that allow Indiana farmers to stay competitive.
Objective 3.3.4: Invest in skilling up the workforce by identifying workers that
would benefit from re-skilling, identifying companies willing to shift their culture to
support the integration of digital skills through adult education programs.
Objective 3.3.5: Collaborate with local employers to incentivize digital skill programs
by hosting on-site learning opportunities and investing in the offline training of
their workers.

Objective 3.3.6: Provide incentives to employers who provide remote work
opportunities and incentivize employees who work remotely to attract new
residents.
Objective 3.3.7: Collaborate with local employers to develop and support high
school classes that teach employable digital skills.
Objective 3.3.8: Incentivize employers to provide home internet access or home
devices to their workforce.
Objective 3.3.9: Support and fund programs/resources that provide the assistance
necessary to include the Amish community in the digital economy.
Objective 3.3.10: Develop a toolkit for LEDOs/ Economic Development Corporations
on strategies to and benefits of incorporating digital equity into economic
development plans.
T
Objective 3.3.11: Invest in a revolving loan fund that owners of home businesses,
micro businesses, and start-up entrepreneurs can benefit from to scale up their
digital capacity.
Objective 3.3.12: Support and fund the development and delivery of programs
AF
and resources that build digital skills among small businesses and cultivate unique
digital communities for Indiana towns/cities/counties.
Strategy 3.4: Equip residents to participate in the digital world safely and prosperously.
Objective 3.4.1: Support and fund digital skills programs for parenting in the digital
age, as well as a digital citizenship training program for adults to build their online
social interaction skills.
Objective 3.4.2: Support and fund digital skills programs on online safety and
privacy, specifically for covered populations.
R
Objective 3.4.3: Provide Digital Citizenship Training for adults and build skills to
socialize virtually and increase media literacy.
Objective 3.4.4: Continue to develop trainings around emerging technology, such as
artificial intelligence (AI), and relevant safety and ethical concerns.
Objective 3.4.5: Support and fund digital skills classes to maximize the benefit
D
of online activities in daily life (such as completing paperwork online, shopping,

banking, locating information).
Objective 3.4.6: Address the learning curve for justice-involved individuals as they
come out of incarceration.
Objective 3.4.7: Collaborate with and support programs and resources that offset
the hidden costs of digital skills training by providing wrap-around services and
incentives.

Objective 3.4.8: Sustainably fund, hire, and deploy digital navigators or other similar
human capital in the community to personally assist with overcoming obstacles
to digital inclusion. Prioritize building on existing programs, particularly ones that
have trusted relationships with individuals from covered populations.
Objective 3.4.9: Support integrating digital skills in adult education programs.
Objective 3.4.10: Collect and publish best practices for conducting digital skills
training; recognize programs that excel in such training; and provide opportunities
to learn and grow from one another statewide.
Strategy 3.5: Build a central location for digital equity resources and programs.
Objective 3.5.1: Develop an online repository of the information and resources to

support this plan’s objectives including the Indiana Digital Asset Map.
T
Objective 3.5.2: Market the repository and distribute the materials to community
resource centers and libraries so they are equipped with digital equity resources.
Objective 3.5.3: Publish digital equity metrics and plan evaluation summaries as
part of the repository.
AF
R
D

MOVING FORWARD
Implementation
The Indiana Broadband Office (IBO) will be the key facilitator when implementing this plan,
conducting stakeholder engagement, as well as responsible for monitoring measurable
objectives. After this initial planning phase, the IBO will use the guidelines established
in the forthcoming Digital Equity Capacity Grant Notice of Funding Opportunity to guide
implementation. During this time, the IBO will continue to engage stakeholders in a
number of ways, as well as evaluate progress on the plan’s objectives and the state’s
overall progress on digital equity. The following sections outline the intended activities for
T
implementation, stakeholder engagement, and evaluation.
Implementation Strategies
It is important to note that the implementation of this plan will be significantly influenced
by the funding guidelines for the Digital Equity Capacity grant. IBO, PCRD, and the state
AF
Digital Equity taskforce have sought to make a comprehensive plan. While the intentions
at this time are to address all the plan objectives through creating or supporting programs
and resources through partnering organizations and tailoring to unique covered-
population needs, the priorities and methods to conduct this work will be greatly driven by
the forthcoming funding guidelines. Upon receiving the guidelines, the IBO will adjust this
implementation and begin moving forward with addressing digital equity in Indiana. Given
these limitations, the plan currently presents the following Implementation strategies.
Implementation Strategy 1: Develop, support, and coordinate state, regional, and

local digital equity coalitions
R
To ensure this plan is effective, efficient, and sustainable, a key component that will also
incorporate critical community partners, is the creation of digital equity coalitions. These
coalitions will serve as the mechanism through which digital equity will be customized,
partners will be engaged, priorities will be identified, and resources will be leveraged. These
D
coalitions will also diversify digital equity’s stakeholders and partners from “traditional”
ones to include additional key community groups and partners also working on other
community issues (e.g. health, housing, economic development).
IBO and other partners will work to transform the existing digital equity task force into a
statewide digital equity coalition. This statewide coalition will broaden the type and number
of digital equity stakeholders and in turn, will support and augment regional and/or county-
level digital equity coalitions. These coalitions will be critical to not only implement the
plan but also ensure sustainability and community buy-in and connect researchers and
practitioners.

Given the importance of addressing this issue as well as the complex barriers and digital
equity landscape in general, these coalitions may include but not be limited to libraries,
educators, schools, faith-based groups, local workforce development offices, economic
development entities, chambers of commerce, community foundations, Indiana recovery
network, community health workers, healthcare providers, American Legion chapters,
Purdue Extension, and others.
Implementation Strategy 2: Collaborate with existing organizations to achieve

objectives
The IBO will work with organizations in Indiana who have a history of successfully working
with covered populations or addressing digital equity to carry out the plan objectives.
T
This includes supporting existing programs or resources, as well as the creation of new
programs or resources. Through the planning process, the IBO has already worked with
the state digital equity taskforce and PCRD to identify existing digital equity programs and
or resources. Building on existing assets and relationships will not only stretch the funding,
but be essential to successful intervention. While the funding guidelines will determine the
AF
exact nature of the collaboration between IBO and partner organizations, collaboration will
be key to plan success.
Implementation Strategy 3: Coordinate with BEAD implementation and other state

digital equity or broadband initiatives
From the start of this plan there has been coordination with the BEAD plan, particularly
with objectives in Goal 1. Moving forward, IBO intends to continue the coordination
between the two plans as IBO works to implement the plans concurrently.
R
In addition, Indiana has a history of broadband and digital equity-related initiatives. For
example, the state of Indiana has two large broadband programs as well as multiple city,
county, and regional digital equity plans in place (read more in the asset inventory section).
It will be important to coordinate between these initiatives and the implementation of this
plan to avoid duplication and increase the impact of the invested funds.
D
Implementation Strategy 4: Develop necessary programmatic infrastructure for

evaluation
IBO will continue to establish the infrastructure needed to ensure this plan has the
intended impact and is sustainable. First, IBO will develop a sound project and impact
evaluation strategy and ensure that any projects that are implemented as part of this
plan include project and impact evaluation requirements. Appendix B outlines examples
of the kind of metrics the IBO will seek to collect for each objective. These metrics may
change based on the project and what is reasonable or available to collect. The next step is
developing a collection system that is compatible with the funding guidelines.

Second, IBO will develop a digital equity dashboard for evaluation and accountability
purposes. This dashboard will rely primarily on secondary data and will be updated at least
annually. This dashboard will complement project-specific metrics, as mentioned above.
This dashboard will complement the other online resources outlined in the plan under Goal
3, Strategy 5 and is contingent on the digital equity capacity grant funding and applicable
guidelines.
Implementation Strategy 5: Continue to document Digital Equity needs and update

the plan
Digital Equity is a constantly evolving issue due to the nature of technology. Already, IBO
has worked to cultivate relationships with practitioners in Indiana, from internet service
T
providers to non-profit organizations. These relationships will be important for gaining
insight into the evolving digital equity context in Indiana that will inform plan priority
activities and necessary plan updates. To gain these insights, the IBO will continue to build
a network within Indiana as well host stakeholder engagement events as allowed by the
forthcoming digital equity capacity grant funding guidelines.
AF
Stakeholder Engagement
Stakeholder engagement has been pivotal in the creation of this plan and it will continue
to be for the implementation of this plan. As outlined in the previous section, stakeholder
engagement will serve multiple purposes including forming digital equity coalitions,
partnering to achieve plan objectives, and informing and updating the plan. To accomplish
this, several of the stakeholder engagement strategies conducted during the planning
process will continue. The survey conducted at the start of the planning process will
be repeated. In addition, the Digital Equity State-wide task force will be continued and
transformed into a coalition. These activities will be complemented by new engagement
R
activities, including those expressed in the plan such as the development of practitioner
networks and collaboration opportunities. Additional community engagement events will
be held as allowed by the forthcoming digital equity capacity grant
funding guidelines. Regardless of the engagement method, IBO
will seek to include the voices of covered populations.
D

Evaluation
To ensure Indiana’s digital equity plan works toward the state vision and has a positive
impact on digital equity, evaluation is key. A comprehensive evaluation strategy will be
developed by IBO that will have two overlapping layers: one layer will focus on project
specific evaluation and the other layer will focus on impact evaluation.
Evaluation will be done through multiple methods. Secondary data related to overarching
themes and barriers will be tracked and analyzed to gain insight into the plan’s overall
impact. Further primary data collection will supplement the gaps in secondary data. In
addition, granular objective-specific tracking will be done on a project-by-project basis. This
two-prong approach allows for tracking and reporting on plan-funded interventions and
how they impact the overall digital equity landscape.
Through the previously outlined data gathering PCRD conducted, many digital equity
T
metrics were identified through secondary and primary data sources. These provide a
baseline for the current digital equity context in Indiana. By repeating the data gathering
in five years, we can track overall progress in Indiana on digital equity. A survey similar to
the one conducted to document digital equity differences between multiple groups will be
deployed, including covered populations. This survey will be repeated in 2025 or 2026 to
2025.
AF
see if these differences indeed were reduced once the plan is implemented in 2024 and
In addition to the individual survey data, a preliminary list of 19 secondary data variables
have been identified to help local digital equity coalitions prioritize strategies and objectives
as well as measure impact. A digital equity dashboard will showcase any movement in these
variables over time at the county, regional, state and national levels. Please refer to section
2.b of this plan for an overview of the state’s current digital equity landscape as measured
by these variables and the survey results.
In order to impact the digital equity landscape in Indiana, this plan outlines interventions
R
through the objectives. To track progress and impact, any funded initiatives tied to the
objectives will be expected to report metrics. These metrics in turn should affect both the
second individual survey, as well as the macro digital equity Census variables. Examples of
potential metrics for each objective are outlined in the table in Appendix B.
Finally, in addition to tracking progress on digital equity in Indiana, plan evaluation should
indicate any needs for updating or modifying the plan. While the metrics collected for each
D
of the measurable objectives can serve as one indication, there are specific activities in
the objectives that can also highlight the need. Many objectives call for the formation of
practitioner networks, digital equity coalitions or other communities of practice. Through
engaging with these groups, emerging digital equity issues can be identified and brought to
the task force to determine if and what modifications to the plan need to be made.

Timeline
2024 2025 2026 2027 2028
Plan Activities
Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Tailor processes to
NOFO
Collaboration
with Digital Equity
Partners
Creation of Digital
Equity Collaitions
T
Digital Equity Data
Gathering for
Impact Evaluation
Digital Equity AF
Dashboard Annual
Update
Repeat Survey
R
D

APPENDIX
Appendix A - Glossary of Terms
Digital Equity*: the condition in which individuals and communities have the information
technology capacity that is needed for full participation in the society and economy of the
United States.
Digital Inclusion*: the activities that are necessary to ensure that all individuals in the
United States have access to, and the use of, affordable information and communication
technologies, such as—reliable fixed and wireless broadband internet service; internet-
enabled devices that meet the needs of the user; and applications and online content
T
designed to enable and encourage self-sufficiency, participation, and collaboration; and
includes—obtaining access to digital literacy training; the provision of quality technical
support; and obtaining basic awareness of measures to ensure online privacy and
cybersecurity.
AF
Digital Literacy*: the skills associated with using technology to enable users to find,
evaluate, organize, create, and communicate information.
Aging Individual*: The term “aging individual” means an individual who is 60 years of age
or older.
Community Anchor Institution*: The term “community anchor institution” means a
public school, a public or multi-family housing authority, a library, a medical or healthcare
provider, a community college or other institution of higher education, a State library
agency, and any other nonprofit or governmental community support organization.
Covered Household*: The term “covered household” means a household, the income of
R
which for the most recently completed year is not more than 150 percent of an amount
equal to the poverty level, as determined by using criteria of poverty established by the
Bureau of the Census.
Covered Populations*: The term “covered populations” means:
1. Individuals who live in covered households;
D
2. Aging individuals;
3. Incarcerated individuals, other than individuals who are incarcerated in a Federal
correctional facility;
4. Veterans;
5. Individuals with disabilities;
6. Individuals with a language barrier, including individuals who—
a. Are English learners; and
b. Have low levels of literacy;
7. Individuals who are members of a racial or ethnic minority group; and
8. Individuals who primarily reside in a rural area.

Disability*: The term “disability” means, with respect to an individual—
1. A physical or mental impairment that substantially limits one or more major life
activities of such individual;
2. A record of such an impairment; or
3. Being regarded as having such an impairment.
Rural Area*: The term “rural area” means any area other than –
1. A city or town that has a population of greater than 50,000 inhabitants;
2. Any urbanized area contiguous and adjacent to a city or town that has a population of
greater than 50,000 inhabitants; and
3. In the case of a grant or direct loan, a city, town, or incorporated area that has a
T
population of greater than 20,000 inhabitants.
Veteran*: The term “veteran” means a person who served in the active military, naval, air,
or space service, and who was discharged or released therefrom under conditions other
than dishonorable.
AF
Infrastructure Investment and Jobs Act (IIJA): Presented with bipartisan support,
this piece of legislation was signed into law by President Biden November 15, 2021 that
included the Digital Equity Act of 2021 and established the funding for the development of
this and other state plans, in addition to the State Digital Equity Capacity Grant Program,
Digital Equity Competitive Grant Program and other programs focused on broadband
deployment.
Digital Divide: The gap between individuals or communities who do not have and those
who have the information technology capacity that is needed for full participation in the
society and economy of the United States.
Digital Equity Coalition: Groups of community representatives dedicated to addressing
R
digital equity within their community.
OCRA region: Strategic groupings of counties by the Indiana Office of Community and
Rural Affairs (OCRA) for placing community liaisons and other assistance. Learn more about
the six regions on the OCRA website here: https://www.in.gov/ocra/
Indiana Geographic Information Office (GIO): The Geographic Information System (GIS)
D
community is governed by Indiana state statute that assigns responsibilities and duties to
the Indiana Geographic Information Office (GIO). Learn more about these responsibilities
here: https://www.in.gov/gis/indiana-gis-law/
The Purdue University Center for Regional Development (PCRD): Part of Purdue
University’s Office of Engagement, this center’s mission is to be a leader in innovative and
adaptive partnerships empowering regions to find solutions for equitable, sustainable, and
resilient development. The Purdue Center for Regional Development will collaborate with
people to listen, identify, and enhance assets unique to their story resulting in prosperity
and quality of life. Learn more at https://pcrd.purdue.edu/

Indiana Broadband Office (IBO): A state office whose mission is to assist residents in
need of affordable and reliable broadband connectivity. This mission of reaching Hoosiers
where they live, work and play is accomplished by communicating with stakeholders,
providing resources to a diverse audience and leveraging established relationships
with elected officials, associations and providers. Learn more at: https://www.in.gov/
indianabroadband/
Indiana Office of Community and Rural Affairs (OCRA): A state office that works
with local, state and national partners to provide resources and technical assistance
to aid communities in shaping and achieving their vision for community and economic
development. Learn more at: https://www.in.gov/ocra/
*This plan uses these definitions as stated in the Notice of Funding Opportunity for the State
Digital Equity Planning Grant Program
T
Appendix B - Example Metrics
Objective
1.1.1
AF Outputs
• Number of participating localities
• Number of participating organizations
• Number of assets inventoried
Outcomes
• Number of inventoried assets
mobilized
• Number of households impacted by
mobilized assets
• Number of Households impacted by
mobilized assets in areas with above
average covered populations
• Number of Community Anchor
Institutions impacted by mobilized
assets
R
• Number of Community Anchor
Institutions that serve mostly covered
populations impacted by mobilized
assets.
1.1.2 • Number of experts engaged in • Number of municipal/county
resource creation governments implementing toolkit
D
• Number of tools/resources in the • Number of municipal/county

toolkit governments implementing the toolkit
with an above average share of covered
populations
1.1.3 • Number of participating partners • Number of individuals enrolled
utilizing the toolkit • Number of individuals from covered
• Number of programs included populations enrolled
• Number of provider resources • Number of digital navigators providing
leveraged assistance
• Hours of digital navigators invested
• Reach of marketing pieces

Objective Outputs Outcomes
1.1.4 • Number of community anchor • Average connection speeds of all
institutions (CAI) identified identified sites
• Number of CAI identified in areas with • Number of sites with new connection
above average of covered populations or increased speeds
• Average connection speeds of sites
in areas with above average covered
populations
• Average number of monthly users
1.1.5 • Number of resources assembled • Number of CAIs recognized
• Number of CAI’s using the resources • Number of CAI’s recognized that serve
• Number of CAIs on the Indiana Digital one or more covered population
Asset Map • Number of CAI’s that report making
changes to their network to increase
safety and/or security
T
1.1.6 • Number of data programs/resources • Number of local leaders or
started or supported organizations using the data
• Amount of data collected • Decisions impacted by data from these
programs
1.1.7
AF
• Number of hotspot lending programs
supported or launched
• Number of hotspot lending programs
included on the Indiana Digital Asset
Map
• Number of resources collected
• Number of people using the launched
or supported hotspot lending programs
• Share of people using the launched or
supported hotspot lending programs
that are part of one or more covered
populations
• Number of individuals accessing the
best practices
• Number of practitioners participating in
network activities
1.1.8 • Number of connectivity programs • Number of students connected
supported • Number of adult learners connected
R
• Number of post-release justice-involved
individuals connected
1.1.9 • Identified requirements/parameters for • Number of nominated organizations
the awards program • Number of organizations recognized
• Impact from recognized organizations
1.2.1 • Number of Incentive programs • Network upgrades
D
developed • Number of unserved Households

• Areas that adopted the incentive reached
programs • Number of unserved Households of
• Population living in areas implementing covered population reached
incentive program(s)
• Covered populations living in areas
implementing incentive program(s)
1.2.2 • Number of programs with expanded • Number of consumers participating in
eligibility one or more programs since eligibility
was expanded

1.2.3 • Amount of fees waived • Number of unserved Households
reached
• Number of unserved Households of
covered population reached
• Network upgrades
1.2.4 • Number of regulations streamlined/ • Number of unserved Households
impacted reached
• Network upgrades
1.2.5 • Number of collaborations • Number of households enrolled in
• Number of organizations/interested assistance programs
groups involved • Number of households informed of
T
• Number ISPs involved assistance programs
• Number of covered population
households enrolled in assistance
programs
• Number of covered population
AF households informed of assistance
programs
1.2.6 • Number of resources created • Number of ISPs/potential ISPs using the
• Number of resources deployed resources
• Number of organizations creating or • Number of ISPs created
deploying the resources • Number of ISPs sustained
1.2.7 • Number of reporting/evaluation tools • Reach of published evaluation results
created
• Number of funding programs
collaborated with
1.2.8 • Incentive programs developed • Number of Communities leveraging
• Funding resources created incentive programs
R
• Amount of funding reinvested through
prioritized ISPs
• Network expansions
• Number of unserved Households
reached
D

1.2.9 • Number of facilitated opportunities • Number of strategies developed
• Number of ISPs engaged in the through facilitated opportunities
facilitated opportunities • Number of strategies from the
• Number of organizations/individuals facilitated opportunities implemented
engaged in facilitated opportunities

1.3.1 • Number of resources or programs • Knowledge gain reported by
developed participating consumers
• Number of educational opportunities
conducted
• Reach of educational materials
• Number of individuals participating in
educational opportunities
• Number of partners using the
resources or programs
1.3.2 • Available broadband captured in the • Number of users accessing the Indiana
Indiana Digital Asset map Digital Asset map
• Number of organizations promoting
the Indiana Digital Asset map
T
1.3.3 • Development of reporting (systems) • Number of individuals using the
• Reach of promotion of reporting reporting system
systems • Number of concerns reported
• Number of covered population using
the reporting system
AF • Number of concerns addressed
1.3.4 • Number of partnerships developed or • Number of households assisted with
supported home internet set-up
2.1.1 • Number of device loan or giveaway • Number of households provided
programs launched or supported supplied with a device
• Number of device loan or giveaway • Number of households of covered
programs that offer peripheral devices populations supplied with a device
• Number of device loan or giveaway • Number of peripheral devices supplied
programs that provide continual tech
support
2.1.2 • Number of resources collected • Number of users accessing published
• Number of resources published best practices
R
• Number of practitioners participating in • Number of practitioners reporting
network activities changes to programs based on
best practice resources or network
participation
• Number of resources contributed to
the best practices from the practitioner
D
network
2.1.3 • Strategies identified for sustaining or • Number of devices given away through
subsidizing device give away programs sustained/subsidized device giveaway
• Strategies identified for offsetting programs
cost of device recycling/refurbishing • Number of households, organizations
programs or businesses donating used devices
• Number of subsidized/sustainable • Number of devices recycled/
device giveaway programs refurbished
• Number of device recycling/ • Proximity of device giveaway programs
refurbishing programs to covered populations
• Distribution of device recycling/
refurbishing programs around the state

2.1.4 • Capacity built • Number of one-to-one programs
• Number of one-to-one device programs serving above average shares of
supported covered populations
• Number of one-to-one programs • Number of individuals with devices
supported outside of schools through one-to-one programs
• Number of one-to-one programs • Number of individuals with a device
supported in areas with above average through one-to-one programs who
covered populations are a part of one or more covered
populations
2.1.5 • Number of designated community tech • Number of devices provided through
hubs community tech hubs
• Number of community tech hubs • Hours of technical support proved by
created workers or volunteers at community
• Number of pre-existing or new tech hubs
T
community tech hubs located in areas • Number of individuals using
with an above average share of covered community tech hubs on a weekly or
populations month biases
• Number of community tech hubs • Number of individuals using devices at
providing technical assistance
AF community tech hubs
• Number of community tech hubs • Number of individuals attending digital
providing digital literacy workshops literacy workshops at community tech
• Number of best practice resources hubs
collected • Knowledge gain reported by attendees
• Number of best practice resources of digital literacy workshops at
published community tech hubs
• Number of practitioners participating in • Number of users accessing best
network activities practice resources
• Number of practitioners reporting
changes to programs or practices
based on best practice resources
• Number of resources contributed
to the best practices by practitioner
R
network participants
2.1.6 • Number of device refurbishing skills • Number of participants completing
programs developed or supported device refurbishing skills programs
• Number of device refurbishing skills • Number of devices refurbished through
programs delivered device refurbishing skills programs
• Number of devices kept by participants
D
of device refurbishing skills programs

2.1.7 • Number of incentive programs • Number of businesses, organizations
developed or individuals donating devices
• Number of incentive programs adopted • Number of devices refurbished
• Number of refurbished devices
distributed to areas with above average
share of covered populations.

2.1.8 • Number of computer labs or tech hubs • Number of monthly users of the
in the directory directory
• Number of device lending/giveaway • Number of monthly users looking
programs in the directory at computer labs/tech hubs in the
directory
• Number of monthly users looking at
device lending/giveaway programs in
the directory
2.1.9 • Number of device lending programs • Number of individuals using assistive
offering assistive technology technology through lending programs
2.2.1 • Number of programs supported or • Number of individuals participating in
funded educational programs
• Number of individuals reached through
T
educational campaigns
2.2.2 • Number of digital literacy programs • Number of participants who completed
developed the digital literacy program
• Knowledge gain reported by
AF participants
2.2.3 • Number of schools engaged or • Number of students accessing the
supported assistive technology they ended
• Capacity built • Number of students receiving the
resources they need
2.2.4 • Number of educational resources or • Number of individuals reached
programs supported • Number of participants in educational
programs
• Number of users accessing resources
• Knowledge gain reported by program
participants
2.2.5 • Number of tech hubs or computer labs • Number of individuals participating in
R
hosting digital skills classes classes/programs
• Number of programs conducted • Knowledge gain reported by program
participants
3.1.1 • Number of digital equity (or similar) • Number of digital equity coalitions or
coalitions formed coalition members actively participating
• Percent of state (by area or population) in state digital equity coalition
D
served by a digital equity coalition networking/events

• Number of programs implemented by
digital equity coalitions
3.1.2 • Number of stories gathered • Number of storytelling campaigns
• Number of individuals, organizations, launched
or businesses interviewed • Number of individuals reached through
storytelling campaigns

3.1.3 • Development of a recognition • Number of individuals and/
program(s) including: or organizations engaged in the
° Number of areas of recognition recognition program(s)
° Criteria developed for awardees • Number of individuals and/or
organizations recognized
• Number of individuals impacted by
recognized partners
• Impact stories collected from
recognized partners
3.1.4 • Number of digital equity coalitions or • Number of resources accumulated
similar groups engaged in the state- through the state-wide network of
wide network digital equity coalitions
• Number of individuals involved in • Number of digital equity coalitions
digital equity coalitions engaged in the reporting using the resources gathered
T
state-wide network • Number of website visitors to the
• Percent of state (by area or population) online repository of resources and/or
served by digital equity coalitions best practices
engaged in the state-wide network • Number of first-time users accessing
• Number of best practice and/or
AF the online repository of resources and/
resources sharing events hosted for or best practices
the statewide network of digital equity • Number of returning users accessing
coalitions the online repository of resources and/
• Number of resources and/or best or best practices
practices published in an online • Average time spent by users spent on
repository for network use the online repository of resources and/
or best practices.
3.1.5 • Number of educational events • Number of Community Partners
or consultations on digital equity offering grants or other funding
conducted with community partners opportunities for digital equity efforts
• Number of community partners • Total dollars invested in digital equity
contacted about digital equity initiatives by community partners
R
• Number of digital equity awareness • Number of digital equity coalitions
and/or educational campaigns receiving funding from community
conducted partners
• Reach of digital equity awareness and/ • Number of community partners
or educational campaigns conducted providing funding to digital equity
• Engagement for digital equity coalitions
awareness and/or educational • Total dollars leveraged by digital equity
D
campaigns conducted coalitions from community partners

• Number of programs implemented
through funding from community
partners
• Number of resources developed
through funding from community
partners
• Number of individuals participating
in programs and using resources
implemented through funding from
community partners

3.1.6 • Number of educational materials • Number of local leaders participating in
developed educational opportunities
• Names of Recognition/rewards • Number of locations (city, county,
provided and their criteria region, etc) with leaders participating in
educational opportunities
3.1.7 • Number of hours of technical • Number of digital equity plans
assistance provided to digital equity developed by digital equity coalitions
coalitions on creating digital equity • Percent of state (by population or area)
plans covered by a local or regional digital
• Number of resources and/or programs equity plan
developed to support digital equity • Number of initiatives implemented
coalitions in creating digital equity from local/regional digital equity plans
plans • Number of joint initiatives
• Number of digital equity plans that implemented to fulfill local/regional
T
connect to or support the state wide digital equity plans and the state-wide
digital equity plan digital equity plan
• Number of collaborations pursued
between state-wide and local/regional
AF digital equity coalitions.
3.1.8 • Number of organizations serving • Number of covered-population
covered populations identified individuals participating in programs
• Number of initiatives funded provided by partner organizations
• Number of dollars used to fund through provided funding
digital equity initiatives for • Number of cover-population individuals
covered populations delivered by using resources developed by partner
or in collaboration with partner organizations through provided
organizations funding
• Unique digital equity needs being
addressed by partner organizations
through provided funding
• Adjustments to the Digital equity plan
R
or implementations based on feedback
from covered population provided
through partner organizations
3.2.1 • Number of college websites published • Number of institutions using the

in the online repository as part of the recommended whitelist on devices in
recommended whitelist their device give away or loan program
D
• Number of employment websites • Number of website visitors viewing the

published in the online repository as recommended whitelist
part of the recommended whitelist • Number of returning website visitors
• Number of community resource viewing the recommended whitelist
websites published in the online
repository as part of the recommended
whitelist

3.2.2 • Number of needs identified • Number of government or civic service
• Number of guidelines developed websites that meet the established
• Number of guidelines developed guidelines
to increase accessibility for specific • Number of government or civic service
covered populations websites that exceed the established
• Number of resources developed guidelines
• Number of technical assistance • Increase in website visitors to
programs developed participating government or civic
• Number of technical assistance hours service websites
invested • Increase in time users spend on
• Number of government or civic participating government or civic
organizations utilizing the guidelines service websites
• Number of government or civic
organizations utilizing using the
T
technical assistance
3.2.3 • Development of a recognition • Number of Indiana residents served by
program(s) including: recognized Indiana-base websites or
° Number of areas of recognition web services
° Criteria developed for awardees
AF • Number of Indiana residents who
• Number of Indiana-based websites or identify as one or more covered
web services nominated populations served by recognized
• Number of Indiana-based websites or Indiana-base websites or web services
web services recognized
• Number of Awareness campaigns
about the recognition program and/or
recipients implemented
• Reach of awareness campaign
• Engagement with the awareness
campaign
3.2.4 • Number of awareness campaigns • Number of community residents
implemented connected with digital services
R
• Number of programs connecting • Number of community residents
community residents with local digital reporting an increase in use of local
services conducted digital services
• Number of resources connecting • Number of local digital services
community residents with local digital reporting an increase in users
services launched • Number of community residents
• Number of local digital services reporting positive benefits from using
D
participating in awareness campaigns local digital services

• Number of local digital services
participating in programs connecting
community residents with local digital
services
• Number of local digital services
participating in resources connecting
community residents with local digital
services

3.2.5 • Identify partners actively working to • Number of programs identified
protect children in the digital age • Number of policies identified
• Number of meetings or consultations • Number of programs implemented
conducted with partners • Number of policies implemented
• Number of children impacted
3.2.6 • Number of digital equity • Number of local continuity of
recommendations developed operations plans incorporating digital
• Number of disaster education, equity recommendations
response or recovery experts consulted • Percent of the state (by area
• Number of digital equity experts or population) covered by a
consulted local continuity of operations
• Number of digital equity plan that includes digital equity
recommendations published recommendations
• Number of resources or programs • Number of disasters that leveraged
T
developed to help integrate digital a continuity of operations plan
equity recommendations into that incorporated digital equity
continuity of operations plans recommendations
• Number of individuals impacted by one
AF or more disasters whose community
leveraged a continuity of operations
plan that incorporated digital equity
recommendations
• Number of individuals who identify
as one or more covered populations
impacted by one or more disasters
whose community leveraged a
continuity of operations plan
that incorporated digital equity
recommendations
• Number of individuals using
programs or resources to understand
and integrate digital equity
R
recommendations into continuity of
operations plans
• Number of areas with above average
share of covered populations
with a continuity of operations
plan that integrates digital equity
recommendations
D
3.2.7 • Number of healthcare deserts • Number of individuals participating in

identified the program
• Number of programs funded • Number of program participants
• Amount of funding invested in reporting savings from telehealth use
programs • Number of program participants
• Number of organizations partnered who report an increase in healthcare
with services or quality
• Number of telehealth providers • Number of program participants
partnered with who identify as one or more covered
populations

3.2.8 • Number of programs developed to • Number of local leaders participating
increase digital civic engagement in programs to increase digital civic
• Number of resources developed engagement
to improve or increase digital civic • Number of individuals participating
engagement in programs to increase digital civic
• Number of technical assistance hours engagement
invested in improving or increasing • Number of local leaders utilizing
digital civic engagement resources to increase digital civic
• Number of digital civic engagement engagement
best practices collected and published/ • Number of individuals utilizing
shared resources to increase digital civic
engagement
3.3.1 • Number of educational materials • Number of leaders participating in
developed educational programs
T
• Number of educational programs • Number of leaders reporting a
conducted knowledge gain from the educational
programming
• Number of counties or cities with a
AF leader that has participated in the
educational programing
• Number of policies or programs
resulting from education provided
3.3.2 • Number of resources developed to • Number of local leaders using the
help local officials leverage broadband resources
infrastructure for workforce attraction • Number of counties/cities using the
resources
3.3.3 • Number digital ag programs developed • Number of farmers participating in
• Number of digital ag resources digital ag programs
developed • Number of local leaders participation in
• Number of digital ag experts consulted digital ag programs
• Number of farmers reporting adopting
R
digital ag practices because of
programing or resources
• Profit increases reported by farmers
who adopted digital ag practices
• Crop yield increases reported by
farmers who adopted digital ag
practices
D
3.3.4 • Number of reskilling programs • Number of workers completing

developed reskilling programs
• Number of workers targeted • Number of workers employed in new
• Number of companies that participate jobs following reskilling program
in workforce reskilling programs completion
• Number of adult education programs • Number of graduates of adult
integrating digital skills education programs reporting an
increase in digital skills

3.3.5 • Number of digital skills programs • Number of workers who completed
incentivized digital skills programs
• Number of employers contributing • Number of on-site learning
incentives opportunities hosted
• Number of digital skills programs • Number of offline trainings completed
located in areas with an above average • Number of employers reporting an
share of covered populations increase in productivity following digital
• Number of employers providing skills programming
incentives for digital skills programs • Number of workers reporting raises or
who are located in areas with an above other benefits as a result of completing
average share of covered populations digital skills programming
• Number of offline trainings offered
3.3.6 • Number of incentive programs • Number of employers who develop
developed remote work programs
T
• Number of cities or counties adopting • Number of new workers employed by
incentive programs incentivized employers
• Number of new residents in cities or
counties employed in remote work
3.3.7 • Number of high school classes
AF • Number of students showing a
developed knowledge gain from the classes
• Number of high school classes • Number of students demonstrating
receiving support from local employers proficiency in employable digital skills
• Number of employers involved in the • Number of students who secure jobs
development or support of high school with local employers following course
classes completion
3.3.8 • Number of incentive programs • Number of employees receiving home
developed internet benefits from participating
• Number of cities or counties adopting employers
the incentive program • Number of employees with an
• Number of employers utilizing the employer-provided device at home
incentive program from participating employers
R
• Number of participants who report the
employer-provided device as the only
device in the household
• Number of participants who report not
having had home internet before the
benefit from participating employers.
D
3.3.9 • Number of partners identified • Number of individuals participating in

as already working with amish the developed programs
populations • Number of individuals using the
• Number of contacts established within developed resources
amish populations • Number of individuals who received
• Number of programs developed the resources
• Number of resources developed
3.3.10 • Number of resources developed for the • Number of LEDOs/Economic
toolkit Development Corporations using the
• Number of experts consulted toolkit
• Number of hours of technical • Percent of counties using the toolkit
assistance provided to help implement • Number of economic development
the toolkit plans impacted by the toolkit

3.3.11 • Number of dollars invested in the • Percent increase in sales reported by
revolving loan fund businesses who received loans
• Number of businesses who apply to • Number of jobs created following the
use the revolving loan fund use of loan funds
• Number of businesses who received
funds from the revolving loan fund
3.3.12 • Number of programs developed • Number of small businesses that report
• Number of programs funded an increase in digital skills
• Number of businesses who participated • Number of businesses that report an
in programs increase in sales following digital skills
• Number of towns/cities/counties that classes
participated in programs • Number of businesses that report
• Number of individuals who participated an increase in operational efficiency
in programs following digital skills classes
T
• Number of Indiana towns/cities/
counties with a strong online presence
• Number of residents participating in
Indiana digital communities
3.4.1 • Number of digital parenting programs
AF • Number of parents who participated in
developed digital parenting programs
• Number of digital parenting programs • Number of parents who completed
funded digital parenting programs
• Number of digital parenting trainings • Number of parents who report feeling
conducted more confident when it comes to
• Number of digital citizenship programs parenting decisions related to digital
developed technology
• Number of digital citizenship programs • Number of individuals who participated
funded in digital citizenship programs
• Number of digital citizenship trainings • Number of individuals who completed
conducted digital citizenship programs
• Number of individuals who report a
R
knowledge gain following participation
in a digital citizenship program
• Number of individuals who report
changing their online behavior
following participation in a digital
citizenship program
3.4.2 • Number of programs developed • Number of program participants
D
• Number of programs funded reporting an increase in knowledge

• Number of experts consulted during • Number of program participants
program development reporting feeling more confident in
• Number of individuals participating in their ability to remain safe online
programs • Number of program participants
• Number of individuals who complete reporting feeling more confident in
one or more programs their ability to protect their privacy
while online

3.4.3 • Number of trainings developed • Number of training participants
• Number of trainings conducted reporting an increase in their media
• Number of adults participating in literacy
trainings • Number of training participants
• Number of partners conducting reporting an increase in online
training opportunities socialization
• Number of training participants who
report feeling more connected to
family, friends, or their community
after applying what they learned in the
training
3.4.4 • Number of topics identified • Number of individuals participating in
• Number of trainings developed trainings
• Number of trainings funded • Number of individuals who report a
T
• Number of experts consulted in knowledge gain following trainings
training or resource development • Number of local leaders participating in
trainings
• Number of covered populations
AF participating in trainings
• Number of covered populations served
by local leaders who participate in
trainings
3.4.5 • Number of digital skills classes • Number of individuals who completed
developed at least one digital skills class
• Number of digital skills classes funded • Number of returning class participants
• Number of digital skills classes • Number of individuals who completed
conducted at least one digital skills class who
• Number of digital skills classes identify as one or more covered
conducted in areas with an above populations
average share of covered populations • Number of returning class participants
who identify as one or more covered
R
populations
• Number of individuals reporting an
increase in the number of online
activities they conduct following class
completion
• Number of individuals reporting an
increase in frequency of use of online
D
activities following class completion

3.4.6 • Number of programs developed • Number of justice-involved individuals
• Number of resources developed participating in programs
• Number of justice-involved individuals
using resources

3.4.7 • Number of programs developed • Number of individuals completing the
• Number of resources developed training who report they would have
• Number of programs funded been unable to participate without the
• Number of resources funded wrap-around services
• Number of digital skills trainings • Number of trainings with wrap-around
utilizing the wrap-around programs or services conducted in areas with
resources an above average share of covered
populations.
3.4.8 • Number of digital navigators or similar • Number of hours of technical
personnel deployed assistance provided by digital
• Percent of the state (by area or navigators or similar personnel
population) served by a digital • Number of programs conducted by
navigator or similar personnel digital navigators or similar personnel
• Percent of areas with an above
T
average share of covered populations
serviced by a digital navigator or similar
personnel
3.4.9 • Develop resources for integrating • Number of adult education programs
digital skills in adult education
AF using the developed resources
programs • Number of adult education programs
• Provide funding to adult education with integrated digital skills offered in
programs to integrate digital skills areas with an above average share of
covered populations
• Number of individuals graduating from
adult education programs who have
integrated digital skills
3.4.10 • Number of best practices published in • Number of organizations recognized
the online repository • Number of organizations nominated
• Number of partner organizations • Number of organizations participating
contributing best practices in networking opportunities
• Number of recognition programs • Number of individuals participating
R
developed in professional development
• Number of professional development opportunities
opportunities offered • Number of individuals accessing the
best practices
3.5.1 • Number of resources published on the • Number of website users
online repository • Number of returning website users
D
• Number of assets featured on the

digital asset map
3.5.2 • Number of marketing campaigns • Reach of the marketing campaign
implemented • Engagement with the marketing
• Number of community resource campaign
centers or libraries distributing the • Number of resources distributed by
digital equity resources community resource centers and
libraries
3.5.3 • Number of metrics published • Number of page views of metrics
• Number of evaluation summaries • Number of page views of evaluation
published summaries

Appendix D - Plan & Policy Summaries
The following summaries reflect the thoughts of the Indiana digital equity task force’s
thoughts on how these existing plans and policies will interact with the state-wide digital
equity plan, particularly for sectors relevant to the covered populations.
Indiana’s Family & Social Services Administration (FSSA) – Division of Aging
Indiana’s Multi-Sector Plan on Aging (launched in 2019 and extended through 2024)
outlines five goals under its mission to foster networks that provide information, access,
and long-term care options that enhance choice, autonomy, and quality of life for Hoosiers.
Services are coordinated and funded through Indiana’s network of Area Agencies on Aging
(AAAs) and include the state-funded Community and Home Options to Institutional Care
for the Elderly and Disabled (CHOICE) program and administration of two Medicaid waiver
programs providing Home and Community-Based Services (HCBS) for older adults and
T
individuals of all ages with physical impairments.
Goal 5 of the FSSA’s Multi-Sector Plan focuses on instituting policies and evidence-based
programs to positively impact social determinants of health. This proposed Digital Equity
Plan for the state of Indiana specifically addresses internet access, which is increasingly
AF
recognized as a “super determinant” of health. Internet access plays a role in health care
outcomes and influences more traditionally recognized social determinants of health, such
as education, employment, and healthcare access. Both digital access and digital adoption
were considered in terms of how they relate to this covered population, referred to as
“aging individuals”.
Indiana Association of Regional Councils (IARC)
IARC supports regional development efforts that prioritize and categorize local community
and economic development needs and projects based on urgency, feasibility and
determined regional priority. As part of their regional purview, IARC has been involved in
many of the digital inclusion and broadband planning efforts conducted at the county and
R
community levels across the state of Indiana. Their voice as part of the Digital Equity Task
Force helps ensure the plan’s compliance with regional planning needs and interests.
One of the IARC regions that hosted a Digital Fellow recently received $5M in BEAD funding
and is poised to obtain another $10M in the near future. They have focused on connecting
their schools with the broadband network in response to the Covid-19 pandemic.
D

Indiana Department of Workforce Development (DWD)
The Indiana Department of Workforce Development (IDWD) is responsible for providing
leadership, direction, and guidance to workforce partners to ensure programs offered
through the workforce system are implemented and administered in alignment with state
and federal guidelines and meet the business needs of Indiana employers.
As part of this oversight, the DWD provides the vision for Indiana’s local Workforce
Development Boards (WDB) to serve as strategic leaders and conveners of local workforce
development system stakeholders. The local WDB partners with employers and the
workforce development system to develop policies and investments that support
public workforce system strategies. These strategies support regional economies, the
development of effective approaches, local and regional sector partnerships, career
pathways, and high-quality and customer-centered service delivery. WDBs are specifically
considered and referred to under Strategy 3.4 of this proposed Digital Equity Plan.
T
The DWD is also responsible for administering federal Workforce Innovation & Opportunity
Act (WIOA) funding in the state of Indiana to benefit adult education programs. In January
2024, the DWD will release a Request for Proposal (RFP) to interested Hoosier adult
education providers for a competition grant that will span six (6) years from 2024-2030.
While the RFP is not a strategic document, it does set the stage for how adult education
AF
providers address the digital literacy needs of Indiana’s adult learners. The new grant
competition sets out several objectives that align to those under Strategy 3.5 of this
proposed Digital Equity Plan.
Indiana’s State Service Plan (Serve Indiana)
Serve Indiana’s State Service Plan (launched in 2019 and extended through 2024) created
three priorities to advance service and volunteerism in Indiana: 1) strengthen Indiana
AmeriCorps programs, 2) increase employer-based volunteer programs in Indiana, and 3)
increase awareness of Serve Indiana in the broader community. As part of its first priority,
Serve Indiana worked with the PCRD to fund a Digital Fellows Program, placing AmeriCorps
R
volunteers in six of the IARC regions where they served (September 2021 to August 2023)
as liaisons to build digital capacity at the county and community levels in these regions. The
Digital Fellow program helped regions strategize the areas in which they needed to build
added capacity. For some regions, this involved ensuring their community schools were
connected. In another region, this meant supporting schools as they formed after school
robotics programs. Two regions sought to enact their Digital Inclusion plans with the help
D
of their Fellows; while another two sought to bolster the cybersecurity of their municipal
governments, local institutions and key industries.
Indiana Rural Schools Association (excerpt from their policy)
The Indiana Small and Rural Schools believes all entities receiving any tax dollars for
a digital build should share their fiber maps with the state. This will prevent taxpayer-
supported fiber from being built on top of existing tax-supported fiber. The Indiana
Small and Rural Schools also asks that taxpayer-supported broadband investments fund
multiple ISP plans, including private and public partnerships that will serve the last mile in
underserved areas.

Indiana Office of Equity, Inclusion, and Opportunity (policy & analysis)
When Governor Eric J. Holcomb shared his thoughts on how true equality and equity lead
to opportunities for all, he committed that the state of Indiana would lead by example
and take concrete steps to shape the change necessary to remove barriers to access and
opportunity for all Hoosiers. One of those priorities was to create a public disparity data
dashboard, providing Hoosiers the occasion to track the state’s progress with closing equity
gaps. Since that address, Indiana’s Management Performance Hub, in partnership with
the Office of the Chief Equity, Inclusion, & Opportunity Officer and various agencies across
state government, created the state’s Equity Data Portal. This dashboard encompasses
a high-level view of equity related to health, public safety, social services, education and
workforce.
The above-mentioned group of partners is also working to update the Equity Data Portal
with even more metrics than are currently displayed. A very real possibility is that a
T
dashboard could be created that visualizes digital equity using survey/partner/outcome
data gathered by the Digital Equity Plan. While the state’s work, propelled by these
partners, is informed by many resources (in addition to the data presented in the portal),
the ultimate goal is that people will use this portal as a gateway to open up conversations
regarding Indiana’s opportunities to provide the tools necessary for all Hoosiers to
AF
experience their best quality of life. Having reliable internet access (including access to this
portal) is a critical component of that.
Indiana Department of Veterans Affairs
The Indiana Department of Veterans Affairs (IDVA) mission is to support, serve, and
advocate for the Indiana Veteran Community. IDVA’s work encompasses three main
areas for Indiana Veterans, including: 1) veteran long-term care at the Indiana Veterans
Home in West Lafayette, Ind., 2) the Indiana Veterans Cemetery in Madison, Ind., and 3)
management of federal and state veterans’ benefits.
Two of the three IDVA goals align directly with the digital access and equity priorities
R
described in this plan. Specifically, IDVA has a goal to “increase awareness of Indiana
veteran programs and benefits.” Digital equity across the state will help IDVA achieve this
goal. Secondly, IDVA has the goal to “improve and enhance customer satisfaction.” Digital
equity will provide Indiana veterans with better access to services overall, and it will allow
IDVA to provide tools, information and resources when and where Hoosier veterans need
them most.
D
United Way of Central Indiana

United Way of Central Indiana works alongside the human services nonprofit sector to
design, support and grow systems that accelerate financial stability and upward mobility
for individuals and families living in or near poverty and striving for a better future. Today
and in the future, access to reliable high-speed internet is required to meet a household’s
basic needs, support the early care and learning for young children, and to find the
economic empowerment that comes with a strong education and good job. United Way’s
digital equity agenda is committed to four areas of 1) expanding access, 2) providing high
quality devices, 3) increasing digital literacy, and 4) offering navigation skills and advocacy
for continued systems-level solutions. The organization is committed to helping build a
community where every household benefits from being connected online and any barriers
that prevent our neighbors from safely engaging in online spaces are removed.

Indiana State Library
The Indiana State Library’s mission encompasses “…leading and supporting the library
community…” and defines one of their responsibilities as “strengthening services of all
types of publicly and privately supported special, school, academic, and public libraries.”
The Indiana State Library’s 2022-2027 Strategic Plan has relevant digital equity strategies
associated with Goal 6: “Provide the support needed to help Indiana public libraries
extend and provide 21st Century library services.” The concept of a 21st century library
aligns itself well with concepts from the state digital equity plan such as - digital resilience,
equitable access to devices and connectivity, developing digital skills, digital accessibility,
and community resource ecosystems. Two of the objectives from Goal 6 of the State
Library’s Strategic Plan are the most closely aligned. The first is about digital access: Provide
up-to-date, reliable access to information to meet the needs of all Indiana residents by
utilizing effective technology, telecommunications, and resources. The second more
broadly encompasses the concept of digital equity: Provide training and resources to public
T
libraries across the state that are specific to help bridge the digital equity gap.
AF
R
D

T
AF
R
D

Indiana Digital Equity Plan 010724

Uploaded by

Copyright:

Available Formats

Indiana Digital Equity Plan 010724

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Indiana Digital Equity Plan 010724

Uploaded by

Copyright:

Available Formats

T

CURRENT STATE OF DIGITAL EQUITY.................................................................... 8

THE DIGITAL EQUITY PLAN.................................................................................... 29

* The term “covered household” means a

Indiana Digital Equity Plan | Page 4

Indiana Office of Equity, Inclusion, and

Indiana Association of Regional

Indiana Rural Health Association

Indiana Broadband Office

Indiana Department of Veteran Affairs Indianapolis Public Library

Indiana Office of Community and

Indiana Digital Equity Plan | Page 5

Bring digital equity experience

Include diverse perspectives

Utilize data insights Conduct regional solution sessions

Draft vision & goals Determine barriers & gather solutions

Indiana Digital Equity Plan | Page 6

Indiana Digital Equity Plan | Page 7

Data Gathering and Community Engagement

The survey was designed to oversample covered populations.

Indiana Digital Equity Plan | Page 8

Table 1. Key Informant Characteristics

Work with incarcerated individuals 8

Individuals with disabilities 11

Individuals with a language barrier 10

Individuals who are members of a racial or ethnic minority 11

Indiana Digital Equity Plan | Page 9

On the other hand, the regional

Indiana Digital Equity Plan | Page 10

Indiana Digital Equity Plan | Page 11

Indiana Digital Equity Plan | Page 12

Indiana Digital Equity Plan | Page 13

Assets Total (n=143) Percent Total

Public Wi-Fi 103 72.0

Computer(s) for Public Use 73 51.0

Hotspot Loaning Program 34 23.8

Device Loaning Program 24 16.8

Digital Skills Training 68 47.6

Meeting Space 85 59.4

Indiana Digital Equity Plan | Page 14

Breakdown of Community Anchor Institutions (CAIs) for Each Covered

Covered Population Total (n=143) Percent Total

General public 128 89.5

Aging individuals 93 65.0

Individuals with disabilities 88 61.5

English language learners 76 53.1

Individuals with low levels of literacy 85 59.4

Racial or ethinic minorities 86 60.1

Indiana Digital Equity Plan | Page 15

Indiana Digital Equity Plan | Page 16

Economic Development-Focused Plans

Community Development-Focused Plans

Indiana Digital Equity Plan | Page 17

State Plans and Goals

Indiana’s State Service

In addition, the taskforce reviewed policies from 6 organizations: Indiana Association of

Indiana Digital Equity Plan | Page 18

Figure 6. Regional Digital Solutions Sessions Across Indiana

Indiana Digital Equity Plan | Page 19