African American/Black, Hispanic, and biracial students living in rural low-income households without technological devices or high-speed internet may experience instruction barriers, resulting in losing access to educational resources in rural California schools. The purpose of this qualitative narrative inquiry was to gain a deeper understanding of stories told about minority students' and policymakers' perceptions a lack of high-speed internet connectivity and broadband accessibility in homes posed an instruction barrier. Data was collected through three qualitative research instruments: an interview, a focus group, and archival digital databases. Data coding and analysis were completed in two iterations, manually and with NVivo. The first-cycle coding included In Vivo Coding and Values Coding methods. Axial coding included chunking data codes, clustering, thematic analysis, and discourse analysis, revealing four themes: technology access and infrastructure, harvesting education equity, adapting and surviving housing insecurity, and integrating artificial intelligence in schools. Trends observed in educational technology were inequity, scalability, sustainability, privacy, and practicality issues. For example, educational technology leadership is increasingly raising concerns about artificial intelligence and its influence on socioeconomic biases and the reshaping of the creation, consumption, and distribution of education content in K-12 learning. [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.]