An important role of the school is to address inequities in society and to help level the playing field so that all students can realize their full potential, and build the foundation for later successes in life. The National Association for the Education of Young Children states that "a decade of research on the educational use of computers in schools reveals that computers maintain and exacerbate inequalities" (NAEYC, 1996, p. 3). In early childhood, addressing these inequalities has been an important consideration in deciding when and how to add technology to the educational program.

The literature discusses three main areas of potential inequity: access, type of use, and curriculum (Warren-Sams, 1997):

Access: Access to educational technologies varies greatly both in quantity and quality. Differences in funding mean that many lower-income and ethnic-minority children have limited access to computers and are often restricted in the types of software and purposes for which they use the computer. Children need to receive the message that the ability to use technology is valuable and within reach of all students.

Type of Use: Different groups of students often use computers in different ways, and the types of learning opportunities they receive are very different. Students in underserved (poor, inner-city, and rural) communities are more likely to use drill-and-practice software and integrated learning systems, in which the computer is in control and leads the students through the lessons. Students in other communities are more likely to use computers for their own purpose in project-based, inquiry-based, and collaborative learning (Kleiman, 2000).

Low-achieving students may be given limited computer time for working on basic skills, and not allowed access to programs that promote more creativity and independent thinking. Girls may receive unequal encouragement and opportunities to become fluent users of technology. All students deserve the opportunity to benefit from using software and other forms of technology that challenge and provide rich experiences. Technology use should be a part of the curriculum, not used by only some children or as a reward for good behavior.

Curriculum: Software can support the curriculum, but may contain many biases. Teachers can avoid the use of such programs, or point out these biases as an educational strategy to counteract them. As with other learning materials, classroom software should:

• Expose children to a broad range of people who vary in customs, languages, and abilities.
  
• Reflect the society and realistically represent diverse cultures.
  
• Represent and portray diverse characters in pivotal roles.
  
• Communicate the richness of the personalities and choices available for both boys and girls.

Educators must consider all of the essential conditions for effective technology use when looking at equity; presence of computers alone does not ensure access.

• Purposefully plan for equal access by all children, regardless of gender, ability level, race, or socioeconomic status.
  
• Select software programs that make children feel represented.
  
• Choose software that allows for different learning styles and accommodates varying ability levels.
  
• Actively monitor and manage computer use with young children.
  
• Treat all students as capable and worthy of equal access to educational opportunities (Kleiman, 2000; Seng, 1998; Warren-Sams, 1997).

When adults facilitate acceptance of others and model appropriate roles, and software is chosen to promote equality, technology use can contribute to children's understanding and acceptance of diversity (Haugland & Wright, 1997).