Over this past winter break from SFSU, I visited my mother in Connecticut for a few days and had the opportunity to check out a few of the local community colleges, namely Capital Community College and Manchester Community College. I was blown away by these shiny, new, and seemingly wired campuses. A computer in every classroom? Sure, maybe for Harvard, but I never dreamed I’d see that at community college. (The community college in California where I work doesn’t even have functional clocks and overhead projectors are a rare commodity.) So naturally, when reading the CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments, I was curious about the question of access to technology. According to the Position Statement, administrators should be responsible for ensuring access and, thus, bridging the “digital divide.” In the midst of California’s behemoth budget crisis, one would think wiring every classroom might not be at the top list of the administration’s priorities, but it is becoming increasingly clear to me, thanks to Michael Wesch’s The Machine is Us/ing Us and Andrea Lundsford’s Stanford research on students’ literacy habits (discussed here) that there is no turning back. Literacy has changed and our students’ understanding of texts and communication goes far beyond the printed word. My tech eyes have been opened and I’m excited to see how I can capitalize on the interest and expertise in new media that our students bring to the class. I hope our community colleges in California get on board and find a way to meet new definitions of literacy with the material need for technological resources.