By starting with the lowest elementary grades and adding a grade or two each year, the first set of students will have access to technology throughout its K-12 experience. Younger students are able to learn new technologies more easily and will not need to adjust to a new way of learning midway through their school years. Students and their parents will create a demand for funds to continue implementing technology in successive grades, because they recognize its effectiveness. They will not accept a sudden end to learning with technology when a student reaches a particular grade. Implementing technology first in high schools puts limited resources into students that are closer to entering the labor market.
Business is more likely to support a program that provides more skilled labor in the short term.
Moreover, if high schools today have more technology than elementary schools do, new funds could be better leveraged there. The key obstacle here is the way high schools are organized. Fifty-minute class periods attended by different groups of students preclude many of the benefits that technology can provide, such as integrated instruction across disciplines and cooperative learning. To summarize, limited funds should not be distributed to all classrooms by enrollments. Giving every school a little money will not enable it to do anything meaningful and classroom technology will fail.