The causes of these issues are, like the rest, many and varied. However, the common thread of causes seems to be the result of inadequate funding. Without funding, it is impossible to pay for teacher training, and lower socioeconomic bracket schools are unable to provide qualified teachers with the pay that they want. Part of this didactic divide, as it has been termed, results from more than issues of technology or the technological skills teachers have; rather, it is because of the fact that high-poverty schools are largely unable to attract well-qualified teachers (Solomon, Allen, and Resta 21). However, even in the cases where schools are able to employ teachers who are proficient in technology, there are many teachers who do not utilize technology and their knowledge of it appropriately in their curricula. “One of the enduring difficulties of technology use in education is that educational planners and technology advocates think of the technology first and then investigate the educational applications of this technology only later” (infoDEV). The major problems in teaching and learning today are not issues with wiring the technology; rather, they result from a lack of planning as to what should happen after the wires, wireless technology, or some other ubiquitous devices are provided (Bracey and Culver 1). It is essential that technology be put to a constructive, enriching use in education; however, in most cases, this is not happening.