ABSTRACT
This chapter explores the complex relationship between a 1:1 computer program aimed specifically at providing home and school technology access to low-income and Hispanic students versus outcomes for these students. It probes experiences of one predominantly Hispanic, predominantly low-income district that implemented such a policy with an explicit goal of addressing the social inequality facing their students. The analysis attempts to illuminate epistemologies undergirding the process that failed to address equity, as defined by those it impacted. Data suggest that despite positive findings on differentiated instruction and student engagement, the program did not effectively address gaps in student achievement and may have increased gaps in parent engagement. This case study serves to highlight the limitations of approaches to addressing educational inequity that emphasize redistribution at the expense of recognizing diversity and promoting student/community representation.
