Though some may argue that giving students access to computers and Internet technology would give them a way to play games rather than put it to good use, studies have shown that the majority of students who have access to ICT at school have been found to use it constructively: 94 percent of youth between the ages of twelve and seventeen who have Internet access say that they have used it for school research while 78 percent believe the Internet helps them with schoolwork. In addition, 71 percent of teens who have access report that they had used the Internet as a major source of information for a recent school report or project (Solomon, Allen, and Resta 16). Although it is possible that some students use their physical resources for recreational purposes, this number is either very small or they partake in such activities on their leisure time, after their work has been completed.

Just as important as school access, if not more so, is access to physical resources at home. It is certain that the presence of books and other reading materials in the home is positively influential on a child's early success in school, and later on in life. Similarly, in today's world of technological advancements, the availability of computers with Internet access at children's homes can be crucial to the development of their technological literacy (Solomon, Allen, and Resta 16). Researchers have found a positive relationship between achievement and the use of home computers for educational or communication purposes (Wagner, et al. 21). Regardless of how much money goes into providing poorer schools with physical resources, students from middle-class families who attend richer schools and have access to computers at home will have technological and linguistic advantages that are conducive to success in school and in life (Monroe 27). Pure logic coincides with experts' opinions and researchers' findings: if children are brought up with computers in their homes and are allowed to use them from a young age, by the time they reach elementary or middle levels of school they will have acquired a knowledge of how to use such technology to their advantage. If, however, they do not have access to physical resources at home, they are surely at a disadvantage.