The education system in the United States continues to grapple with adapting to change, especially when it comes to integrating technology in the curriculum. The United States needs to use its resources to stay competitive in the increasingly technological world, particularly in the classroom. Lefebvre, Deaudelin, and Loiselle (2006) posit that up-to-the-minute technology is a tool that can positively affect teaching and learning in the classroom. The only way to give students a successful opportunity in the world market is to bridge the "technological divide" that exists in schools. The technological divide is a complex problem without a simple solution. Individual educators remain the deciding factor in whether or not technology is successfully integrated into classrooms. Teachers and administrators both may be at fault for the lack of implementation and integration of technological advances. Having administrators and educators discuss how to integrate technology into their school's curriculum is the first step toward addressing the technological divide. The more that administrators use transformational leadership with teachers in their decisions about technology, the sooner the technological divide will fade away. The following recommendations may be helpful: (1) Teachers and administrators need to keep abreast of current technologies and collaborate when making decisions about using technology in the school; (2) Educators need ongoing authentic (hand-ons) professional development on technological integration into the curriculum; (3) Educators need continuous technological support for curriculum planning, development of teaching methodology, lesson planning, and speedy resolution of hardware or software glitches; and (4) Schools should integrate themselves into the information and communications technology (ICT) culture and instill it as a principal force in their central curriculum and current policies.