There is a continued push to address issues of inequity that arise from being able to access educational technology (edtech). Yet, despite these efforts, stakeholders including developers, teachers, and administrators have not yet coalesced around the meaning of the term 'access' as related to edtech. For this study, we conducted interviews with both instructional technology administrators in school districts and software developers who build edtech applications to analyze their conceptualization of the term. An open-coding technique was used to analyze the interview data and create subsequent themes from it. We found that the participants' understanding of 'access' varies depending on their industry and professional role. We also found that while there is no standard consensus for what 'access' means, it is clear that its meaning is layered, complex, and contextual. These findings are supported by shifts in research-based definitions of the term -- having expanded and narrowed in scope -- to include physical possession, supporting infrastructure, and requisite cognition. We conclude with implications for developers to help ensure their products are accessible for adoption by K-12 schools.