One of three publications of the Research on Equitable Access to Technology project, this paper provides a literature review of the issues surrounding the provision of equitable access to computers for all children. Both the extent and types of inequities are explored, including hardware and software issues, and language and sex inequities. The effectiveness of computer instruction for underutilizing students is detailed, and five instructional variables that need to be emphasized in the case of low socio-economic, low-achieving, and minority students are considered: (1) cognitive styles; (2) expectations; (3) reinforcement; (4) academic learning time; and (5) classroom organization and groups. The importance of peer teaching is stressed, particularly because of the lack of available trained teachers and limited opportunities for computer training in disadvantaged schools. The report concludes with a discussion of some of the implementation issues that must be considered when setting up and maintaining a computer training program which addresses equity issues. (84 references) (EW)