The debate on whether technology contributes to a more equitable society reveals strong arguments from both perspectives, highlighting the intricacies of the issue in contemporary discourse. Sarada and Chi, on the affirmative side, underscored the transformative power of technology in narrowing socioeconomic disparities, enhancing educational access, and promoting innovation within marginalized groups Marr, 2024). Their perspective aligned with examples like assistive technology, empowering students with intellectual disabilities. As outlined by the ALS association, tools such as voice-to-text software, screen readers, and interactive learning platforms can help these students access curriculum materials more independently and participate meaningfully in academic life (ALS, 2024). 
Jillian and Danielle presented opposing views, that despite technology’s potential, ongoing structural challenges like digital divide and uneven deployment of infrastructure, further aggravate existing inequalities.
Sarada and Chi proposed an optimistic vision that with collaboration, regulatory measures and strategic planning, AI could contribute to achieving sustainable development goals. Conversely Jillian and Danielle emphasize the ongoing issues like insufficient broadband access and low levels of digital literacy. According to Statescoop, by early 2024, the NTIA had allocated around $811 million through the State Digital Equity Capacity Grant program and over $42.45 billion in broadband equity, Access and Deployment (BEAD) funding, yet significant disparities in distribution and implementation persist. Both sides provided compelling evidence, but the debate underscored that the effects of technology on equity are influenced by policy, infrastructure, and socio-political factors.
Drawing from my own teaching experience in Jamaica, during the COVID-19 pandemic, I saw firsthand both the empowering and the exclusionary aspect of technology. Online platforms were the sole means of reaching students during school closures. For those with reliable internet and devices, virtual classrooms allowed continuity of learning. On the other hand, many students, particularly those in the rural and low-income areas, lacked the necessary infrastructure, and were left behind academically and emotionally. 
This experience mirrors the findings of a HuffPost article on Canada’s digital divide, which shows that despite being a developed country, thousands of Canadian households still lack stable internet access, particularly in indigenous and rural communities. (HuffPost Canada, 2023).
The debate brings to light both the transformative promise and persistent challenges of the digital age. On one hand, technology undeniably has the ability to dismantle barriers and provide greater access to education, healthcare, and economic opportunities, particularly for marginalized communities. Innovation like AI, remote learning (from which we all are presently benefiting), assistive technology, training and recruitment have all enabled many to engage more actively in society as was discussed in class. On the other side the structural issues must be addressed to ensure equity for all to progress. Thus, technology’s ability to promote equity is not automatic but rather dependent on various conditions.
As is evident in the above video achieving true equity necessitates deliberate investments in infrastructure, inclusive design, digital literacy education and supportive policies aimed at ensuring all individuals, regardless of their location, abilities and economic circumstances, can reap the benefits. Technology is indeed powerful but must be accompanied with human-centered planning to genuinely drive equitability.