Part I of this two-part article on technology (specifically, computers) and equal education points out three dangers which will increase the opportunity gap between the haves and the have-nots in the United States: (1) the replacement of educational equity by technology education as a national priority; (2) existing differences in educational opportunity being exacerbated by disparities between affluent and poor school districts and the impact of the disparities on the ability to acquire technology; and (3) the differences in personal resources between students from affluent homes and poverty homes and their personal ability to acquire technology in the home. Part II deals with Computer Assisted Instruction (CAI) for limited-English-speaking (LEP) populations who are commonly also minority, economically disadvantaged students. An analysis of microcomputer utilization in public schools reveals four categories of problems: (1) children in wealthier school districts have at least twice as much accessibility to computers as do children in poorer districts; (2) there is limited and inequitable participation by special populations (the limited-English-speaking, minorities, and the economically disadvantaged); (3) available software is inappropriate, culturally and instructionally, for special populations; and (4) under these circumstances, there are few current benefits for special populations. National and state policies that address these points and that provide adequate funding can ensure that the new technology will work to enhance eduational equity rather than preempt it. (CMG)