This study examines the attitudes of students toward modern technology, their attitudes toward learning using modern technology in an academic setting, and whether there is a correlation between the two attitude variables. The investigation looked at the effects of gender and grade level on students' attitudes toward technology and toward learning using technology. Data for this study were obtained from a survey of grade 7 and 8 students (N=106) in an elementary school in Ontario, Canada which introduced modern technology into the regular school program beginning in September, 1991. The school's technological program includes the use of computers in an ongoing manner by all students in the school for classroom work, assignments, and recreational pursuits; and by teachers for teaching from a computer assisted learning perspective. Survey data were collected in the fall of 1992. The data were analyzed using descriptive statistics, correlational analyses, and a one-way analysis of variance. Results showed that students had a positive attitude toward modern technology and toward learning using modern technology. There was a high positive correlation between students' attitudes toward technology and toward learning. Neither gender nor grade level had any effect on students' attitudes toward technology or on their attitudes toward learning using technology in an academic setting. Recommendations for further research are provided. (Contains 10 references.) (Author/SWC)