Resource acquisition and maintenance provide a significant challenge to technology integration and utilization.

Most initial resources in technology go towards the purchase of hardware and preparation of infrastructure, or "capital costs" (Lu & Overbach, 2009; Appana, 2008). This creates a possible point of failure if there is a lack of consideration for ongoing costs beyond this initial investment, known as "recurring costs" (Appana, 2008), or teacher and staff training needs.

Many schools are older and even some of the new ones were not initially designed with the use of technology in mind. As such, which schools invest in computers, software, and other such up-front costs, they often quickly find themselves unable to maintain success because of incompatibility with the structural environment and inability to offer continued support over time (Schrum & Glassett, 2006).

Schools struggle with finding the space for the hardware and having the infrastructure to run a complex technological network (Groff & Mouza, 2008). Others may not have the bandwidth or cabling needed to integrate technology into the school environment (Elliott & Hall, 2002).