In this policy research note, the author examines how Ontario curriculum documents for English language learners (ELLs) address information and communication technology (ICT). Upon analysis, three characteristics were identified, as follows: the superiority of standardized English, technology as an ambiguous tool, and under-representation of students' home literacy practices. ICT in the curriculum for ELLs was, at best, described as a tool for English language acquisition or for functional computer literacy. By examining these characteristics from the perspective of critical theory, ELLs still have difficulty in gaining access to creative uses of ICT. Consequently, the current state of the curriculum will result in sustaining or increasing the literacy divide between ELLs and non-ELLs. (Contains 2 notes.)