This dissertation examined educational inequities exacerbated by disparities in technology and internet access in Title I schools. The global influence of information communication technologies on educational delivery, especially during the COVID-19 pandemic, has highlighted critical issues in technology access. The shift to remote learning underscored existing inequalities, particularly affecting students from low-income backgrounds. This study aimed to determine how disparities in technology access impact educational outcomes in Title I schools. Serving many economically disadvantaged students, these schools faced challenges and opportunities during the pandemic. While online learning enabled continued education, it also increased existing disparities in technology access, potentially widening the social learning gap. Students often lack the necessary devices and reliable internet connectivity, posing significant barriers to their educational attainment. This study employed a quantitative approach, guided by the Socioeconomic Status Theory and Digital Divide Theory, to assess technology access among Title I students, its correlation with academic achievement, and barriers to equitable online learning. Data were collected through structured surveys from parents and students across diverse Title I schools nationwide. Statistical analyses explored relationships and patterns within the data. The findings of the study show that household income can affect Title 1 learners' access to prerequisite technologies and the Internet, which are essential for online learning. Moreover, online learning, as currently implemented, can aggravate educational inequalities among Title 1 learners due to limited access to prerequisite technologies. However, Title 1 schools are playing a fundamental role in providing the necessary educational resources and assistance to facilitate Title 1 learners' online learning experience, thus playing a significant role in addressing potential educational gaps. The findings aim to inform policymakers, educators, and stakeholders on strategies to address technology-related disparities, fostering more inclusive educational practices. By addressing these challenges, the dissertation advocates for greater support and resources to ensure equal opportunities for all students, regardless of socioeconomic background, in the digital age. [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.]