While gender differences in learning styles and preferences are certainly not new, inequity is definitely a factor in using technology. Underlying assumptions about student capabilities and interests abound and are often reinforced by real-use differences.
Boys are more interested than girls in computers and other technology.
Girls are not interested in computers, because they associate them with other subjects they don't like, such as math and science. Girls are only interested in what computers can do, not in computers themselves. Speed on the computer is an important indicator of intelligence and achievement. Gender bias in educational materials is not a problem. Teachers are in a position to closely monitor equity in the educational setting, and the relative newness of technology's integration into the curriculum affords a unique opportunity to start from the beginning.