In their Research Commentary, Kitchen and Berk (2016) argue that educational technology may focus only on skills for low-income students and students of color, further limiting their opportunities to learn mathematical reasoning, and thus pose a challenge to realizing standards-based reforms. Although we share the concern about equity and about funds wasted by inappropriate purchases of technology before planning based on research and the wisdom of expert practice, including inadequate professional development, we believe that Kitchen and Berk's commentary contains several limitations that could be misconstrued and thus misdirect policy and practice. [For "Educational Technology: An Equity Challenge to the Common Core" by Richard Kitchen and Sarabeth Berk, see EJ1088248.]