Given the power of instructional technology and the ubiquitous nature of technology in society and the workplace, what are the social implications associated with teachers' decisions to use, or not use, technology to enhance teaching and learning? Despite current U.S. educational goals and the documented effect of the achievement gap, little attention has focused on critical issues associated with the use of instructional technology as a social justice tool. This article explores the social justice implications of instructional technology and provides educators with a framework for understanding the effects of their decisions in using instructional technology in the classroom. It also presents some examples that illustrate important concepts in the framework for using a social justice lens to view the effectiveness of technology use in the classroom. (Contains 15 online resources.)