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Results
There IS an access divide:	Students who said they both had Internet access at home and considered themselves computer literate:   Answer # Frequency Distribution Strongly Agree 4 Agree 14 Undecided 2 Disagree 8 Strongly Disagree 0
	Students who said they neither had Internet access nor considered themselve computer literate
	Answer # Frequency Distribution Strongly Agree 0 Agree 2 Undecided 9 Disagree 4 Strongly Disagree 5
Students not only differ greatly in their levels of access, and are quite split in terms of those for whom use of technology is difficult and those for whom it is not.. For example, when students were asked if they had problems associated with the use of technology for these courses, 35 said they did not, but 27 said they did.
	Nevertheless, correlations between semantic differentials, grades, and access present a somewhat complex picture: no direct one-to-one correspondence between end grades and the other variables, but some significant correlations between these variables and assessment of individual assignments and participation grades by instructors
Pearson correlations of semantic differentials and grades (p<.01)	Semantic Differentials Grades Participation On-line work End grades Ease of use <.01 .11 .37 Value <.01 .38 .50 Threat <.01 <.01 .49 Desirability .03 .47 .26 Enjoyment -.13 .20 -25
Pearson correlations of access and grades (p<.01)	Access Grades Participation On-line work End grades Home access <.01 <.01 .22 Literacy <.01 <.01 .31 Previous use .23 .39 .47 Problems .44 .61 .49
A discussion of these results and their ethical consequences