The digital divide has narrowed with regard to one definition of access to technology--the binary view of the "haves" and "have-nots." However, use of technology at home and in school is not equitable for all students. According to recent literature, a broader and more nuanced definition of the technological divide is necessary in order to express the ways technology is used or not used. The purpose of this research review is to examine the defining characteristics of technology use by K-12 students, highlighting the complexities of the evolving digital divide. This review integrates findings from empirical studies, theoretical articles, research reviews, and government surveys in the United States in order to present a renewed look at an evolving digital divide, explore the underlying causes of the unequal student use of technology, suggest directions for future research, and provide current implications for practice.