A survey of literature indicates that gender differences in computer use and attitude exist. In the public school system, girls are shortchanged, especially in the areas of math, science, and technology. Instructors need to be made aware of these differences and their actions and attitudes should promote sex equity. This paper begins with an overview of development of gender roles, particularly in classrooms that use technology. Following, observations of classroom use of technology that might affect gender equity are described in three scenarios for grades 2, 5, and 6. Strategies are then presented for encouraging more computer use by girls. Teacher role, appropriate computer use in classrooms, and selection of software are discussed. (Contains 13 references.) (AEF)