The opening remarks offered by Swensen, Rozema, Young, McGrail, and Whitin (2005) make a significant contribution by creating a space for reflection and subsequent action at the intersection of English teacher preparation and technology. This brief commentary addresses several points in Swensen, et al.'s article relating to the adoption of new technologies in the classroom, the rate at which new technological terms enter the collective lexicon, the rate at which technology is integrating into the teaching of English language and arts, as well as the ever-widening digital divide. Further, it points out that new technologies play a critical role in educational and career success, but access to the new technologies is not equitably available. Even in kindergarten and first grade classrooms, minority children from families of lower socioeconomic status (SES) are less likely to attend schools that provide computer access in their classrooms than children in the highest SES groups. The commentary concludes that teacher education has yet to place an emphasis on effective teaching for diversity that is commensurate with the urgent situation that currently exists in schools. The culture of teacher education must place front and center issues of race, class, and culture that have too long been acknowledged but marginalized.