This chapter analyses the ambivalent nature of technology in the context of education and its potential to be an exclusionary pressure. Individuals experiencing economic and social disadvantage are typically characterised by a lower propensity to engage with information and communication technologies (Helsper & Reisdorf, 2017). Furthermore, disparities in educational and employment opportunities between genders and students of specific ethnic and racial backgrounds may contribute to and reflect larger patterns of inequality, as in the case of IT access and usage discrepancies (Ono & Zavodny, 2007). Some educators lack the necessary skills to effectively use technology in their teaching and management of the educational activities of their students (Efriana, 2021), and the COVID-19 pandemic also caused unprecedented disruption in educational systems and to the learning experiences of students globally (Cattan et al., 2021), and increased use of remote education practices such as live videoconferencing led to increased digital exclusion (Coleman, 2021). The chapter highlights the need for equitable tech access, digital literacy programmes, and inclusive edtech policies to ensure that technology serves as a tool for inclusion rather than exclusion, with examples drawn from Europe and the UK.