Technology and Learning in HEP Programs

Limited and differentiated access to technology

Higher education in prison takes place in environments with limited and varied access to technology. This is an evolving space, and access can differ significantly depending on the facility, security level, funding, and administrative context. In many programs, students may have access to laptops and a Canvas course space, and faculty may have access to tools such as slides, projectors, or smart boards. At the same time, access is often more restricted than on a traditional campus and instructors will need to be prepared to adapt their courses.

Incarcerated students typically have no or limited access to the internet and may not be able to look up examples, background information, or guidance in the way that students on campus do on a regular basis. Access to software can also be constrained, so students may not have the full range of tools for editing, design, or research that are commonly used in higher education. Because of this, faculty and program teams adapt their teaching to ensure that students can participate and succeed using the resources available.

Courses often rely more heavily on printed materials, physical texts, and in-class instruction, with some assignments completed by hand or supported through structured use of available technology. Instructors have to think ahead to provide additional context, examples, and guidance that students might otherwise access independently. When databases like EBSCO are accessible, faculty may build in time for students to practice locating and using sources through those platforms, helping them develop research skills within the constraints of the environment.

Student Software on Devices

Access to software on student devices is more limited in higher education in prison programs, and it may differ from what is available on a traditional campus. Faculty and program teams need to be aware of what software is installed on student devices and how it functions within the correctional setting.

In practice, this means designing coursework that aligns with the tools students can actually use. For example, in the VISTA program, faculty teaching design courses must ensure that assignments are compatible with the software available on student laptops. This includes understanding not only what programs are installed, but also whether those programs have the same capabilities as they do outside of the prison.

Faculty should test the software themselves to understand its limitations and functionality. This helps ensure that assignments are feasible, reduces frustration for students, and allows instructors to provide effective guidance.

Tablets, Laptops

Correctional facilities across the U.S. are increasingly incorporating digital tools into life in prisons. Many systems now provide electronic tablets for personal use, and a growing number of prison education departments allow students to use laptops for academic work.

When available, laptops can expand opportunities for student learning and engagement. They allow students to complete assignments, access course materials, and build digital skills important for academic and professional pathways. However, they do come with some considerations:

• Students may have varying levels of familiarity with technology, especially if they have experienced long periods without access. Programs should not assume proficiency and may consider offering technology orientation or skill-building opportunities.
• Laptops are often restricted to specific locations, such as the education building, and may only connect to a secure intranet rather than the open internet.
• Software access may be limited, which can affect how assignments are designed and completed.
• Activity is typically monitored, and access to laptops may be contingent on compliance with facility rules. This can create tension between institutional priorities around safety and the program's goals for access and learning.

Faculty and program teams should design coursework that aligns with the tools available and provide support for students as they build confidence using technology.

Tablets are more commonly available across facilities and are issued for personal use. While they are not always designed for academic purposes, they can still support learning. Students may have access to educational content such as podcasts, e-books, or other learning materials, as well as approved applications or platforms that vary by facility. Faculty and program teams should try to familiarize themselves with what students can access on their devices and, where possible, connect course content to these resources.

Learning Tools and Technology

Access to learning tools and technology often functions differently than on a traditional campus. While many programs offer laptops, tablets, and course platforms such as Canvas, access is typically more limited and structured, shaped by facility policies and security protocols. This is a quickly evolving area of the field. As access expands, technology can play a role in supporting learning, skill development, and connection to academic resources.

Program teams should think intentionally about how technology is used to support learning in this environment. This often includes:

• Understanding what students can actually access, including devices, platforms, and timing
• Supporting students in using available tools, such as Canvas, word processing, or presentation software
• Providing alternatives when access is limited, including printed materials or in-class work time
• Making use of available resources, such as open-access materials or approved research databases

Free resources

Free and open-access resources can expand what is available to students in higher education in prison, especially where access to paid materials is limited. Using these resources allows programs to broaden access to course content, support research and writing skills, and create more learning opportunities within the carceral setting.

Free and accessible resources may include:

• Open educational resources (OER) and open-access textbooks
• Library databases such as EBSCO, when accessible within the facility