Over the past few decades, advances in computing power and the widespread adoption of the Internet have completely transformed the ways that people obtain information, communicate, educate, and conduct business. Unfortunately, access to technology and to the training required to use technology are not equitably distributed in the United States, with access much lower in rural areas than urban areas. Further, the urban--rural divide disproportionately affects people in groups that have been historically marginalized in computing, particularly students with disabilities. To address this gap in access and opportunity, we are using Design-Based Research and co-design methods to develop a new technology-based intervention called Furthering Rural Adoption of Computers and Technology through Artistic Lessons (FRACTAL) that incorporates computer science and artificial intelligence into art classes in rural middle schools. In this paper, we describe our co-design process, articulate how and why Design-Based Research and co-design are useful for developing technology-based interventions in schools, and discuss our initial steps to develop FRACTAL in partnership with teachers in rural schools to address the needs of historically disenfranchised and marginalized students.