This case study analyzes the pedagogy of one US history teacher as he prepared students for active and effective citizenship through multicultural democratic education in an underresourced alternative public high school. In particular, the paper examines his practice and focuses on his incorporation of educational technology (the Internet, multimedia technology, and word-processing applications) to achieve his pedagogical goals while teaching in a school with significant technology resource constraints. This study found that through the use of technology his practice stressed critical thinking, critical and multiple perspectives, and data manipulation skills that enable his students to work with information both in and out of school. This paper also encourages educators to proceed with caution in incorporating educational technology to promote multicultural democratic education given the continued existence of the "digital divide" and underresourced schools.