This study examines the limited use of technology as a potential obstacle to educational progress and development. Grounding our work in social justice issues reflected in the "Pedagogy of the Oppressed," "banking education" was reviewed to articulate this use of technology, including the limited students' engagement, opportunities to learn, and development of information/computer literacy. In the study, we introduce the notion of W[superscript 3] ("what" technology is being used, "why," and "who" is using it) to offer specific lenses (Table 1) related to K-12 technology-integrated instruction in regard to "power structures." We offer suggestions on how teachers and educators can use these lenses to create technology-integrated activities to ensure equitable and meaningful learning opportunities. We provide additional recommendations on how administrators and policy makers can avoid banking (students') education and support teachers' implementation of effective technology platforms as major drivers for empowering students' learning, progress, and future careers.