The document discusses challenges around equal access to technology for marginalized student groups and ensuring school leaders provide meaningful technology integration focused on improving student achievement. It notes that low-performing schools often do not prioritize technology and access decreases as poverty increases. The principal must ensure equal opportunities for all genders and populations and help teachers move beyond just drill practices with low achievers. The document also examines why technology programs fail due to issues like inappropriate leadership, moving too fast without support, and lack of support from administration, staff, and funding sources.

4. SCHOOLS LABELED AS LOW PERFORMING OR AVERAGE DO NOT PLACE AN ESPECIALLY HIGH PRIORITY ON TECHNOLOGY (Creighton, 2003) As student use of technology decreases, their percentage of free/reduced lunches increases.

5. Rural schools tend to be wired with dated technology--i.e. dial up Special populations still have trouble with technology access Bilingual students use technology primarily in pull-out programs