This article deals with gender phenomena in the context of digital literacy. Studies show that computer use, computer skills, and computer-related self-concepts are subject to gender differences. These differences may affect classroom interactions as well as learning processes and have therefore to be considered carefully by teachers who apply computer supported learning. This article presents a quantitative study to illustrate particular fields affected from gender differences. Furthermore, a qualitative study reveals students' perceptions of gender differences. The article presents four dimensions that may help teachers to analyze origins of emerging gender inequalities and closes with suggestions for facilitation methods. (Contains 2 figures and 1 footnote.)