It is an unfortunate reality that there remains a digital divide in the United States; disadvantaged students have less access to technology tools, and even if they do have access to the tools, they are more likely to be used for efficient instruction of procedural and declarative knowledge rather than more effective or efficacious purposes.
While efficient instruction may be a reasonable first step in creating connected classrooms, school and technology leaders must take steps to ensure progress continues as all students gain access to curriculum focused around increasing sophisticated and complex problems—problems they identify as relevant—in their schools.