If we are going to eliminate inequities, we need to examine some of the attitudes we hold that support their continuing existence. Read these usually unconscious and unstated attitudes that often contribute to usage differences among different groups of students. Girls and ethnic minority boys don't like programming. Or, they need computing activities that are fundamentally different from other students. The primary benefit of computers for lower-achieving students is mastery of basic skills.
Some students gain computer literacy through game programs instead of computer-mediated curricula.
Boys are more interested in computers and other technology than girls. Or, girls are only interested in what a computer can do, not a computer as an object of study. Speediness is an important component of intelligence and achievement. Better behaved students deserve additional computer time. If we are going to eliminate inequities, we need to examine some of the attitudes we hold that support their continuing existence.