Every country--and even every community--has populations of students who severely underperform relative to other groups and to their own potential. These performance differences are generally called achievement gaps, and they tend to focus on gaps at basic levels of academic proficiency. But such gaps also exist among the highest levels of achievement, a problem labeled excellence gaps. Recent research provides evidence that these differential achievement effects are due--at least in part--to debilitating contextual factors, such as poverty, negative peer pressure, and discrimination. Given the increasingly recognizable "digital turn" in the classroom, access to and thoughtful use of emergent technologies could play a role in shrinking excellence gaps. Unfortunately, research shows such technologies disproportionately exist in relatively wealthy, predominantly white schools. We identify the potential relationship between lack of availability to technology and widening excellence gaps.