In an environment where "funding limitations and inequities [have] created [student] haves and have nots" (Anderson, 2008, p. 35), the gap continues to grow ever wider and there are some students who will not have had the opportunity to learn or use new technologies before college. Inequalities in school funding, particularly in poorer rural and urban schools, can result in challenges such as "inadequate access to appropriate technology resources,... longer time to resolve technical problems,... access to technology professionals, and continuing education opportunities" (Lu & Overbaugh, 2009, p. 99).

If students do not have access from an early age at home, they are already at a disadvantage when they begin school, regardless of their ability (Harrington, 2010).

Some early access to technology is now more widely available through sources such as libraries (Goode, 2010), but the quality varies and is often insufficient to make up for general lack of access at an early age (Harrington, 2010).

Schools are often self-replicating systems, and as a result, students without technology experience at the time of entering school often find themselves with unequal opportunities to obtain that experience once enrolled (Goode, 2010).

Providing opportunities for students to experience and learn about technology both before school and once there, and doing so at an early age, not only benefits the students themselves but could also help counteract continued decline in social and cultural capital for underprivileged students (McGuire, 2009). "Having opportunities to become a 'computer person' before entering [school] where such cultural capital is valued, and indeed, often expected" (Goode, 2010, p. 590) can assist in equalizing a system where some students do not have the same level of access as others.

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