Megan is a 14-year-old from Nebraska who just started ninth grade. She has her own digital camera, cell phone, Nintendo DS, and laptop, and one or more of these devices is usually by her side. Compared to the interactions and exploration she's engaged in at home, Megan finds the technology in her classroom falls a little flat. Most of the classrooms in Megan's school don't have their own workstations, so teachers have to sign up for time at the computer lab. Overall, Megan says that she "definitely" uses more technology at home than she does at school. Recent research suggests that Megan's experience is not all that unusual. While one has traditionally used the term "digital divide" to refer to the technology gap between financially secure suburban districts and their poorer urban counterparts, another divide has emerged, and it's cause for concern: the disparity between how educators view their use of technology and how students themselves perceive it. Despite the obstacles that may be standing in the way, there are steps teachers can take to help bridge the new digital divide. First, survey the students about what, if any, technology they use at home. Then have an open class discussion about technology with the students. Talking to students and their families can also help teachers gauge kids' access to technology outside the classroom.