The purpose of this article is to explore issues of the digital divide and its impact on academic performance. Research shows that proper use of technology by students increases their academic performance outcomes. In the literature review section, the authors review articles and theories based on Bennett's (2001) societal equity framework. The findings show that students' academic performance is a function of many complex and interrelating factors. Although technology use is linked to socio-economic status and academic performance, educators should try to identify whether the cause of low or high academic achievement directly results from technology use, and how technology usage interacts with and affects other factors. In addition, socio-economic status may affect one's future career opportunities. Implications for future research and practice are also discussed in this article. (Contains 1 figure.)