Political and societal forces often create obstacles to technology implementation and use in schools. In an educational environment demanding proof of value to secure funding, today's colleges are "under pressure to keep spending down by also keeping pace with rapid technology changes" (Dessoff, 2010, p. 65). Schools must fight a constant battle for limited funding at all government levels and for proof of quality education (Anderson, 2008).

Harrington (2010) proposes that most of the issues facing technology implementation and use revolve around restricted access and support, lack of community, and poor reading and academic skills. Wide diversity exists between schools in different areas, and this diversity results in some schools receiving more resources and support than others (McGuire, 2009).

Schools that often suffer in this arrangement are those in less affluent and more rural areas. Schools in poorer areas simply do not have the same level of financial or social support for the schools (Anderson, 2008). Community support may be insufficient and politicians can focus on their most prosperous areas, and as such, schools in less influential areas are often left to fend for themselves at a greater level.

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