The term "digital divide" emerged in the mid-1990s (Kaiser Family Foundation, 2004) to describe "the gap between those who have "ever" and those who have "never" used a computer or the Internet" (p. 1). In time, this term has evolved, and become even more relevant, as more school sites, libraries, and public places gain access to the Internet. The current definition of digital divide still focuses on "the disparity between individuals who have and do not have access to information technology (IT)" (Eamon, 2004, p. 91). Yet, the latest research and most current platforms have documented the fact that the digital divide is "a host of complex factors that shape technology use in ways that serve to exacerbate existing education inequalities" (Warschauer, Knobel, & Stone, 2004, p. 584). Today, it is virtually impossible to ignore the need for technology in education. Laptops, scanners, DSL access, portable files, digital pictures, smart boards, etc.--these conveniences surround us and enhance our curriculum incredibly ... or do they? The availability of so many powerful choices raises some questions: How much is too much? What issues must be discussed/resolved prior to committing the necessary resources? School systems struggle to provide appropriate access to all educators and students, but it is evident that some type of digital divide does still exist in the United States, and some obvious needs must be addressed in order to provide better access to technology. In this article, the author discusses what people and entities should do to address the digital divide in education.