This position paper highlights existing and emerging, prospective digital divides in Norwegian schools and asks whether we are now moving from traditional digital divides to digital inequality in our digitized society and schools. Despite very good technology density in Norwegian society and schools in general, there is the reason to pay attention to whether this situation creates new kinds of digital inequalities among already vulnerable pupil groups. Therefore, this position paper focuses on whether under the new Norwegian educational reform, the Knowledge Promotion, it is necessary to consider this issue from another angle because of e.g. the increased status of digital literacy and implementation of ICT-based (Information and Communication Technology) exams in the national curriculum. The position paper focuses on what kind of digital inequalities we see the profiles of and what issues the government has to consider to prevent these tendencies escalating. (Contains 1 figure.)