It is no secret that particular populations of Americans, specifically minorities, women, and students from high-poverty schools and districts, are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) jobs (Presidents' Council of Advisors on Science and Technology, 2010). In the 21st century, technology drives innovation and invention, and STEM is critical for American economic competitiveness, national security, and quality of life for all citizens (Dasgupta & Stout, 2014). The American workforce needs every capable STEM worker to keep America in a global leadership position. Research indicates that the underrepresentation of particular demographic groups in STEM careers contributes to the shortage of STEM workforce candidates and limits the extent to which members of the underrepresented groups can participate in lucrative, fast-growing careers (Malcom-Piqueux & Malcom, 2013). Even if students do not intend to pursue a STEM career, they still need to be STEM literate to participate in the 21st century economy and workforce. American jobs require multidisciplinary problem-solving approaches that include technology in industries such as manufacturing, defense, health care, finance, government, weather forecasting, and even digital arts and music (Machi, 2009; Baron, 2015). Students will need role models to show them how to use technology to learn, how to use technology to meet a need, and how to use technology responsibly.