Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity Meghan Salsbury, Mary Anne Hansen portal: Libraries and the Academy, Volume 22, Number 1, January 2022, pp. 199-219 (Article) Published by Johns Hopkins University Press DOI: https://doi.org/10.1353/pla.2022.0000 For additional information about this article https://muse.jhu.edu/article/843029 [ Access provided at 29 Sep 2022 16:08 GMT from Montana State University Library ] Meghan Salsbury and Mary Anne Hansen 199 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity Meghan Salsbury and Mary Anne Hansen abstract: Many areas of the United States still fall short of digital equity and inclusion, defined as the ability of individuals to access and use information and communication technologies to participate fully in society, democracy, and the economy.1 This is especially true in Montana, the authors’ rural state. Only 63.6 percent of Montana citizens have broadband access, and the average cost of the Internet is $91.54 per month—the third highest in the nation.2 The seven American Indian reservations in the state face even more barriers to access, with some having as low as 23 percent of the population with access to broadband.3 The lack of high-speed Internet coupled with the increase of remote learning (and remote work) added stress to many college and university students’ lives as they struggled to complete their coursework during the COVID-19 pandemic. Though no campus entity gathers information about student Internet access, the Montana State University Office of Planning & Analysis reports that 61 percent of the university’s students are Montana residents, and so many face access challenges similar to the rest of the state’s population.4 To ease the digital divide and improve students’ academic success, two Montana State University librarians wrote a successful grant proposal to purchase Wi-Fi hot spots to loan to students with poor or no Internet access. The hot spots were offered to students with high need on medium- to long-term checkouts and were initially marketed to programs and services on campus that work closely with underrepresented students. Introduction When colleges and universities across the country moved to emergency remote learning for the spring 2020 semester, it became clear that a digital divide existed between students (and families) who have access to a home com- puter with reliable, high-speed Internet and those who do not. Multiple news agencies reported that students and workers used parking lots as workplaces to capitalize on free Wi-Fi signals from the businesses nearby.5 In many homes, college students shared portal: Libraries and the Academy, Vol. 22, No. 1 (2022), pp. 199–219. Copyright © 2022 by Johns Hopkins University Press, Baltimore, MD 21218. 200 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity a computer and Internet access with parents, siblings, and other family members, mak- ing it difficult to complete their coursework in a timely fashion. Students also took on more responsibilities as family members were laid off or declared essential workers.6 In the Higher Ed Learning Collective Facebook group (started in March 2020 as a response to the move from face-to-face to remote learning), many professors, instructors, and administrators from across the country In many homes, college students discussed how to bridge the digital divide with which their students struggled.7 Some shared a computer and Internet went as far as mailing assignments to stu- access with parents, siblings, and dents without computers and Internet ac- other family members, making it cess along with prepaid envelopes to return the work. In two EDUCAUSE QuickPolls in difficult to complete their spring 2020, respondents identified tech- coursework in a timely fashion. nology support and “equitable access for all students to the technology and internet service needed to succeed while learning remotely” as two of the main issues most relevant to student success for the coming 2020–21 academic year.8 The authors of this article observed similar student access issues in spring 2020 at Montana State University (MSU) in Bozeman. In one course taught by a coauthor of this paper, an MSU faculty librarian, a student completed the spring semester courses using only a cell phone because they lacked access to a personal computer or tablet at home and all public libraries were closed. Another student lived in rural Montana and had no access to broadband Internet or a personal computer. This student had to share the family computer with younger siblings as they completed their K–12 schoolwork. Both students had difficulty accessing some items of course content, so the instructor had to make adjustments for them to complete the course. Another example of MSU students’ needs came from the TRIO Program, a service aimed at increasing the rates of academic achievement, retention, and graduation among first-generation and underrepresented students. TRIO provides holistic, individualized support to maximize students’ own abilities. The program’s director and assistant director reported that some of their scholars are Native Americans who lack Internet access at home on their respective reservations, which are geographically isolated. Focusing on the state of Montana, the IMLS [Institute of Museum and Library Ser- vices] Indicators Workbook: Economic Status and Broadband Availability and Adoption shows only 63.6 percent of Montanans have broadband, the 12th lowest percentage in the nation. The average cost of Internet per month is $91.54 (third highest in the nation). Some 12.7 percent of Montanans have no home computer, and 21 percent have no home Internet access, higher than the national averages for both categories. In more than 20 Montana counties, less than 50 percent of the population has broadband Internet.9 Data obtained from the Montana State Library’s research into broadband access found that “24% (or 28) of the public libraries in the state reported being the only source of free WiFi in their communities.” The research also found that “98% of the public libraries serving less than 50,000 people . . . reported speeds below the FCC’s [Federal Communications Com- mission’s] national bandwidth target of 100 Mbps [megabits per second].”10 Sixty-one Meghan Salsbury and Mary Anne Hansen 201 percent of MSU’s student population are Montana residents, and as such, are affected by the limited Internet options throughout the state.11 Because of continuing reliance on hybrid and online learning due to COVID-19, MSU librarians wanted to help students overcome barriers to computer and Internet use and create more equitable access quickly and efficiently. The authors consulted numerous sources to understand what types of equipment would be most beneficial to MSU students. One FCC commissioner, Geoffrey Starks, declared, “During this crisis, we [the FCC] should rapidly use these funds to increase the stock of lendable free hot spots available through schools and public libraries.”12 An EDUCAUSE QuickPoll with 579 respondents from May 5, 2020, declared, “Institutions are continuing technology support and increasing holistic support for students for the fall. About three-quarters (74 percent) of respondents reported that their institution is planning to provide loaner laptops.” Thirty-seven percent of respondents offered loans of Wi-Fi hot spots.13 While some academic libraries—for example, that of the University of Utah in Salt Lake City— offered Wi-Fi hot spots for extended checkouts prior to the COVID-19 pandemic,14 the authors found most hot spots had been provided by public libraries through public access funding from local and state governments. The digital divide is not a new problem in higher education or the world at large. Many experts feel, however, that we have moved beyond the “first digital divide” as “the diffusion of the Internet has reached as high as 95% in several countries.” The means to connect to the Internet is only one access issue individuals face. Some also lack devices, software, and other necessary equipment. These gaps have resulted in part from rapidly changing technology, the sheer number of devices available, and the fact that not all materials allow the same access.15 With this knowledge, the authors—two librarians at the MSU Library—wrote a successful grant proposal to the Network of National Libraries of Medicine (NNLM) to purchase Wi-Fi hot spots for the 2020–21 academic year and collect data on the access needs of MSU students (see the Appendix). This article will document the challenges and successes of the pilot lending program, student stories and survey data gained, and future plans to continue projects focused on digital equity. Implementing the Wi-Fi Hot spot Lending Program The NNLM grant proposal initially called for a modest pilot program that would purchase four Wi-Fi hot spots and gather monthly data about the cost. Though a small project, it promised to be worthwhile to determine student need in the areas of digital equity and The means to connect to the inclusion. After receiving the grant funds in August 2020, however, the authors learned of Internet is only one access additional opportunities within the state and issue individuals face. Some ultimately procured 17 hot spots for mid- to also lack devices, software, and long-term student checkouts. Direct market- ing to student service offices and faculty other necessary equipment. across campus urged instructors and staff to refer high-need students to the program, such as first-generation, veteran, and Native American students. The program encountered challenges in procurement, marketing, 202 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity and procedures during the first several months. Once these were corrected, however, all 17 hot spots were checked out throughout the spring 2021 semester with little or no difficulty. Initiating the Lending Program After receiving the NNLM grant funds and completing required training for principal investigators, the authors began purchasing Wi-Fi hot spots. Only two mobile providers offered significant coverage of Montana, and the authors determined Verizon would be the preferred provider for the majority of students. During this process, the Montana State Library contacted the authors offering inclusion in the statewide Hot Spot Lending Program. The state’s program is funded through an Institute of Museum and Library Services grant under the Coronavirus Aid, Relief, and Economic Security (CARES) Act of 2020. The act allows every public and tribal college library to receive hot spots to loan in their communities. The program was expanded to all Montana libraries after it obtained additional funding from the Governor’s Emergency Education Relief Fund.16 The authors also learned that a state contract with Verizon allowed the library to receive government pricing for the hot spots and data plans. With the additional funding and reduced government pricing, MSU Library procured a total of 17 hot spots for the pilot lending program. After the hot spots were purchased, the devices needed initial setup, procedures, and packaging. Each Wi-Fi hot spot was given a user-friendly network name and pass- word, labeled with an item number, packaged, and cataloged. A LibGuide (see Figure 1) was created to provide information on the program and to house the referral form with which faculty and staff could notify the library of students in need of hot spots. Checkout protocols were established along with user technology agreements, an initial need interview form, and a post-checkout survey. The interview form and survey were used to gather data on students’ needs and usage of the hot spots to help determine if the program should be formally put into operation by the library. Figure 1. The “Bridging the Gap” LibGuide at Montana State University Library introduced the library’s WiFi Hotspot Lending Program and provided referral forms. Meghan Salsbury and Mary Anne Hansen 203 In general, the setup process for the Wi-Fi hot spots and the lending program went smoothly. Two challenges did arise, however, during this time: creating a checkout process outside the normal library procedures for traditional materials and the time needed to set up, label, and package each hot spot. Since the Wi-Fi hot spots required a referral and interview before they could be checked out, the Service Desk staff could not complete the checkout process. One of the two librarians overseeing the lending program, both of whom were working remotely, had to come to the library to check out the hot spots to students. Scheduling an appoint- ment for pickup could take one or two days, and sometimes students did not show up to check out the device. Missed appointments remained a problem even after nine months. Nevertheless, all students interested in using a hot spot eventually received one. Setting up the hot spots also took more time than anticipated. The library received the devices on October 2, 2020. Setting up the network name and password, labeling the hot spots and cords, adding labels and contact information to the boxes, and cataloging the hot spots took several weeks. Each hot spot required approximately 45 minutes Each hot spot required to an hour to set up, and cataloging the devices could take anywhere from one to approximately 45 minutes to an five business days. Because of the exten- hour to set up, and cataloging the sive setup process, the librarians’ other devices could take anywhere from responsibilities, and the remote working environment, all hot spots did not come one to five business days. online until December 2020. Despite the delay, eight hot spots were checked out in the fall semester for terms between two and six weeks. In spring 2021, all 17 hot spots were checked out at least once, with a total of 23 unique checkouts and 4 special use cases by library employees. Marketing Hot Spots to Students, Faculty, and Staff In fall 2020, the MSU Library initially marketed the Hotspot Lending Program to cam- pus agencies that served high-need students. These included the Academic Advising Council, American Indian Council, Office of Health Advancement, Office for Student Success, TRIO, and Veteran Services. Librarians requested instructors and advisers to refer students in need of a hot spot to the Lending Program using the referral form em- bedded in the “Bridging the Gap” LibGuide (see Figure 2). The librarians thought this marketing would reach a broad audience across campus, but it brought few referrals. Posters, campus announcements, social media posts, and other marketing strategies also proved unsuccessful in the fall semester, when only six hot spots were checked out. During winter intersession, the librarians sent a targeted e-mail to the college deans and added marketing to promote a new self-referral process for students (see Figure 3). In January 2021, self-referrals came in from several graduate students as well as a handful of recommendations from faculty and staff. By the end of January, 11 students had checked out hot spots, many for the full semester. During the first week of March 2021, all 17 hot spots were checked out simultaneously for the first time, including full-semester checkouts as well as shorter term loans ranging from two to four weeks. 204 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity Figure 2. The referral form used by Montana State University faculty and staff to submit names of students who might benefit from the Hotspot Lending Program. Overall, the spring semester saw 23 unique checkouts by undergraduate, graduate, on- campus, and off-campus students. Several library employees also used the hot spots for special purposes, such as during Internet outages, travel, and conference presentations. Student Need and the Digital Divide Why Students Needed Hot Spots The two librarians overseeing the Hotspot Lending Program recognized a need to gather student stories because such information was scarce on campus overall. They created a survey with several questions to determine individual student needs. Most students met with one of the two authors to share information about their need for Internet access prior to receiving a hot spot for a time ranging from two weeks to an entire semester. At checkout, one of the librarians used the survey to interview the student and asked ad- ditional follow-up questions to get more detailed information. A few students submitted their interview forms via e-mail because they were in quarantine. The interviews revealed a variety of unique situations. Most students either had spotty, unreliable Internet access in their homes or no Internet at all. All took some One student reported that or all of their courses online, and thus needed a hot spot to keep up with their coursework. One student prior to receiving a hot reported that prior to receiving a hot spot, she did spot, she did her college her college work on her cell phone and used all her work on her cell phone. data to attend courses via Web conferencing and to complete assignments, an expensive and unsustain- able practice. Students in quarantine designated a proxy to pick up a hot spot on their behalf at the library and deliver it to them. In one instance, a representative from Student Health Services brought a hot spot to two stu- dents who were quarantined in a fraternity house near campus. Meghan Salsbury and Mary Anne Hansen 205 Figure 3. The self-referral form that allows students at Montana State University to request the loan of a Wi-Fi hot spot. Other student stories were just as compelling. A few hot spots went to students who had moved to a new house or apartment and would not have Internet service installed for two to three weeks. Most students needing short-term checkouts had one or more roommates who were also enrolled at MSU, and so several hot spots served the Wi-Fi needs of multiple students at once. The authors learned from students that Internet service to campus housing was often unreliable. The need for Internet service in campus housing far exceeded capacity during the pandemic because so many students needed large amounts of data from the network to complete their coursework. One computer science student who checked out a hot spot in fall 2020 reported that she had to drop at least one class because of unreliable Internet service in her campus apartment. Ad- ditionally, several students lived in rural areas where no Internet was available to their homes. These students took online courses and seldom came to campus, where more reliable Internet access is available. Some students who had all their courses online went home to live with their family in remote corners of the state hours from campus. The university quickly responded to COVID-19 guidelines by reducing seating avail- ability in classrooms, the student union, the library, and other gathering places. Thus, if students who lacked reliable Internet access tried to study on campus, they might not find a study space when they needed it. To summarize, a wide spectrum of student needs became apparent. One surprise to the coauthors was the disparity in Internet access among students in campus housing. The Residence Life program supported an auxiliary information technology service separate from the main campus IT service and less robust. Thus, students in the residence halls had recurring problems with dropped Internet access, during which they would lose segments of their online courses. Students in older, small, stand-alone campus houses dating from the 1950s had no access to either the main campus IT or the auxiliary IT; they had to pay separately for Internet access to their campus homes. These individual student stories tell the story of the digital divide among MSU students, even though no 206 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity specific data on overall digital access for MSU students are available. These examples also match the national trends noted in the introduction to this article. Self-Reported Student Success Wi-Fi hot spot borrowers were queried via a Qualtrics survey at the end of spring semester 2021 with the goal of using their responses to pursue additional funding to continue the Hotspot Lending Program beyond the pilot period. The survey results were overwhelmingly positive. All respondents reported that the Hotspot Lending Program allowed them to succeed in their courses. Feedback included the following statements: • T his was an absolute necessity for my household and should continue to be of- fered to students who need it. • V ery helpful for me when quarantined and in general when my Wi-Fi would go out. • T his is absolutely a necessary service that MSU should provide! So many Montana students either cannot afford or access reliable internet. • T his program really saved me these past two semesters. If I had been able to use it spring 2020, it would’ve saved me a couple suffering grades as well. I was able to actually upload and watch lectures at home and when I was quarantined, there were times that I would not have been able to participate in any classes if not for the hot spot. • T his was amazing. Please keep this going! I hope it continues because I will check one out every semester if possible! I’ve told a few others about it who needed one, and I hope there were enough for them, too. • T his is a wonderful program that you have introduced, and you are changing lives. Final Data, Lessons Learned, and Future Plans Checkouts and Data Usage At the end of the spring 2021 semester, the Wi-Fi hot spots had been checked out 31 times and had four instances of special usage by library employees. From October 2020 through April 2021, approximately 2,500 gigabytes (GBs) of data were used by the Wi- Fi hot spots. Based on AT&T’s general Direct e-mails to specific stakeholders, guidelines, this amount of data equates such as the TRIO Program, college to 1,000 hours of high definition video streaming or 135,000 hours of surfing the deans, and student organizations, Internet (see Figure 4).17 For students to proved the most productive form attend synchronous online sessions, they needed between 0.5 and 1.62 GBs per of marketing. hour for a Zoom or WebEx video call.18 Lessons Learned The most significant lesson learned from implementing this lending program was that marketing across a large institution is difficult. Librarians had to saturate the organization with marketing materials, e-mails, announcements, and social media posts before any Meghan Salsbury and Mary Anne Hansen 207 Figure 4. Estimated data used by various online activities, according to AT&T. referrals came in, and even then, only a handful of hot spots were checked out. Direct e-mails to specific stakeholders, such as the TRIO Program, college deans, and student organizations, proved the most productive form of marketing, so those channels will be used again in future semesters. Another lesson learned is to have students refer themselves into this type of need- based program rather than depending on faculty and staff recommendations. Self-refer- rals proved more successful and helped the program succeed in the spring 2021 semester. If another institution would try to implement this type of lending program, the authors would make two suggestions: 1. I nclude institutional IT in the marketing of the program. At MSU, the university IT Department did not know about the program until January 2021 despite marketing across campus and e-mails. 2. P lan metrics for need ahead of time, and make the application process electronic if possible. The metrics can include income, living situation, geographic location, and other factors that impact Internet access. The pilot project determined need on a case-by-case basis, which took more time than if metrics had been established to simply determine if a student qualified. 208 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity Plans for the Future The data gathered from students have shown many negatively impacted by the digital divide at MSU. Some cannot afford Internet access, while others simply lack Internet due to housing restrictions or geographic location. Based on the survey responses, the Hotspot Lending Program helped alleviate barriers to Internet access and allowed stu- dents to succeed academically in an online or hybrid learning environment during the 2020–21 academic year. While the program has been a success, the limited number of checkouts and the short duration of the pilot did not allow a clear determination of need for Wi-Fi hot spots. For this reason, MSU Library The Hotspot Lending Program helped requested and received internal alleviate barriers to Internet access funding from the university to con- and allowed students to succeed tinue the Hotspot Lending Program for the 2021–2022 academic year. The academically in an online or hybrid Montana State Library will pay for learning environment during the the data plans for the six hot spots it provided through June 30, 2022. 2020–21 academic year. Between the internal funding and the Montana State Library hot spots, the MSU Library will have 16 active Wi-Fi hot spots and one spare in case of loss or damage. The librarians will continue to collect student needs data and determine if the program should be put into operation within the library or elsewhere on campus. Conclusion Overall, the Hotspot Lending Program at MSU Library was a success. The limited num- ber of checkouts and the short time of the grant funding did not allow the authors to determine the depth of need for Wi-Fi hot spots, however. Because of this, they secured an additional year of funding through MSU to gain more data and determine if the program should be put into operation by the MSU Library or another entity on campus. Acknowledgments The authors would like to thank the Pacific Northwest Region of the Network of National Libraries of Medicine for the technology innovation grant that funded this project as well as the Montana State Library for including MSU Library in the statewide Hot Spot Lending Program. The authors would also like to thank Kris Johnson, head of Learning and Research Services at MSU Library, for assisting with logistical and procedural processes surround- ing the library’s Hotspot Lending Program. Meghan Salsbury is director of the Information Commons at York College in York, Nebraska; she may be reached by e-mail at: msalsbury@york.edu. Mary Anne Hansen is a research services librarian at Montana State University in Bozeman; she may be reached by e-mail at: mhansen@montana.edu. Meghan Salsbury and Mary Anne Hansen 209 Appendix The grant proposal written by Montana State University librarians asking the Network of National Libraries of Medicine for funding to purchase Wi-Fi hot spots to lend to students during the 2020–21 academic year. 210 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity Meghan Salsbury and Mary Anne Hansen 211 212 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity Meghan Salsbury and Mary Anne Hansen 213 214 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity Meghan Salsbury and Mary Anne Hansen 215 216 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity Meghan Salsbury and Mary Anne Hansen 217 218 Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity Meghan Salsbury and Mary Anne Hansen 219 Notes 1. National Digital Inclusion Alliance (NDIA), “Definitions,” https://www.digitalinclusion. org/definitions/. 2. Institute of Museum and Library Services (IMLS), “IMLS Indicators Workbook: Economic Status and Broadband Availability and Adoption,” https://www.imls.gov/data/data- catalog/imls-indicators-workbook-economic-status-and-broadband-availability-and- adoption. 3. Julia Tanberk and Tyler Cooper, “Searchable Data by State on More Than 500 Tribes,” BroadbandNow (blog), March 16, 2021, https://broadbandnow.com/research/tribal- broadband. 4. Office of Planning & Analysis, Montana State University, “Quick Facts: 2020–2021,” https://www.montana.edu/opa/facts/quick.html#Demo. 5. Stephanie Sun, “Taking an AP Test outside McD’s: The Low-Income Student’s Predicament,” New York Daily News, May 18, 2020, https://www.nydailynews.com/ opinion/ny-oped-taking-an-ap-test-outside-mcds-20200518-pbzbctec4rgnvkhlwrzfsd3poe- story.html. 6. Nidia Bautista, “Distance Learning during Coronavirus Worsens Race, Class Inequality in Education,” Teen Vogue, May 1, 2020, https://www.teenvogue.com/story/distance- learning-low-income-students. 7. Meghan Salsbury, “Hi! I’m an academic librarian in the field of online education/ instructional technology. I’m doing research on the digital divide,” Higher Ed Learning Collective, Facebook, March 24, 2020, https://www.facebook.com/groups/ onlinelearningcollective. 8. Susan Grajek, “EDUCAUSE COVID-19 QuickPoll Results: Fall Planning for Education and Student Support,” EDUCAUSE Review, May 15, 2020, https://er.educause.edu/ blogs/2020/5/educause-covid-19-quickpoll-results-fall-planning-for-education-and- student-support; Susan Grajek, “EDUCAUSE QuickPoll Results: IT Budgets, 2020–21,” EDUCAUSE Review, October 2, 2020, https://er.educause.edu/blogs/2020/10/ educause-quickpoll-results-it-budgets-2020-21; Kim Arnold, Linda Feng, Marcia Ham, and Andy Miller, “EDUCAUSE COVID-19 QuickPoll Results: Student Success Analytics,” EDUCAUSE Review, May 28, 2020, https://er.educause.edu/blogs/2020/5/educause- covid-19-quickpoll-results-student-success-analytics. 9. IMLS, “IMLS Indicators Workbook: Economic Status and Broadband Availability and Adoption.” 10. Colin Rhinesmith, Jo Dutilloy, and Susan Kennedy, “The State of Broadband Connectivity and Related IT Infrastructure in Montana’s Public Libraries,” Montana State Library, 2020, https://docs.msl.mt.gov/central_services/publications/SimmonsReport_ BroadbandConnectivity.pdf. 11. Office of Planning & Analysis, Montana State University, “Quick Facts: 2020–2021.” 12. Geoffrey Starks, “To Fight Coronavirus, Millions More Americans Need Internet Access,” New York Times, March 19, 2020, https://www.nytimes.com/2020/03/19/opinion/ internet-broadband-coronavirus.html. 13. Grajek, “EDUCAUSE QuickPoll Results: IT Budgets, 2020–21.” 14. Adriana Parker, “Academic Libraries and Vulnerable Student Populations: A New Model of Embedded Librarianship for First-Generation University Students,” Political Librarian 3, 1 (2017): 25–31. 15. Alexander J. A. M. van Deursen and Jan A. G. M. van Dijk, “The First-Level Digital Divide Shifts from Inequalities in Physical Access to Inequalities in Material Access,” New Media & Society 21, 2 (2019): 354–75, https://doi.org/10.1177/1461444818797082. 16. Montana State Library, “Montana State Library Hot Spot Lending Program,” 2021, https:// libraries.msl.mt.gov/hotspotlendingprogram. 17. AT&T Intellectual Property, “Internet Data Calculator,” 2021, https://www.att.com/ support/data-calculator. 18. Tyler Abbott, “How to Reduce Zoom Data Use,” Reviews.org, December 2, 2020, https:// www.reviews.org/internet-service/how-to-reduce-zoom-data-use/.