The massive development of ICT allows teaching and learning activities to take place within a virtual environment. In addition to improving students’ academic performance and affective well-being, this new learning space has opened opportunities for distant education where time zones and geographical boundaries are no longer a focus of concern. Be that as it may, since individuals or families with greater income are the first to adopt new technologies, this tech-based education may hold back low-income students. Utilizing a mixture of Gorski’s digital divide, which analyzes inequalities in access to computers and the Internet, and theories related to the use of technology for learning and teaching, the article examined the unequal access to technology in acquiring distant education which has created the gap between the haves and have nots. Having analyzed surveys during COVID-19 pandemic from students of public and private universities in Bandung, the article argues that learners living in affluent families are more likely to have access to, and can effectively use technology than those living in low income households.

Keywords: Covid-19 Pandemic, digital divide, distant education, remote learning, Information and Communication Technology (ICT)