It is hoped that implementing educational technology (ET) into academic curriculums will close the achievement gap among ethnically and socioeconomically (SES) diverse students. California public schools have arranged for instructional classrooms to be stored with information communication technology (ICT) resources. Even so, there is inequity in the provision of ET. The purpose of this causal-comparative research study was to compare how select secondary schools in Northern California with different SES provide access to and use of computers as a regular part of students' learning. A digital divide theoretical background, which focuses on social stratification in control, privilege, and power among specific groups of people, was used. Participants were chosen through stratified sampling. Information was collected from 52 teachers who completed an online survey regarding their students' use of technology. Mann-Whitney-U and Chi-Square of Independence tests indicated a statistically significant difference in how African American and Hispanic students from low-SES backgrounds use ICT and students from more affluent SES. More specifically, students are not using ICT frequently to engage in student-centered critical thinking learning activities. It is recommended that school districts set specifications that describe what the implementation of technology should entail. A clear report of computer use, types of ICT learning activities, and ICT objectives should be established. These findings have social change implications in that they provide select high schools in Northern California with a valid and reliable assessment of which areas of ET implementation need to be addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]