In our computer-driven society, it only makes sense to expand the use of technology in school classrooms — but only if that expansion contributes to, rather than detracts from, the learning experience.

Lawrence school officials were reminded of that this fall when they introduced a new model for some history and math classes at the district’s high schools and middle schools. Instead of buying and checking out paper textbooks to all the students in algebra I and advanced placement history classes, the district bought a limited number of traditional textbooks that would stay in the school and provided each student with a downloadable, digital version of the textbook for their individual use.

For students who have computers and Internet service at home, the system probably was great. However, students who didn’t have that access were being reduced to using their cell phones to access the digital textbook or take photos from the classroom textbooks so they could complete their homework.

After teachers raised concerns about the impact of the new system, especially on students from low-income families, the district announced it was purchasing more textbooks for classroom use and more laptops that students can check out for a semester or entire school year. That’s a good step, but it may not be enough to really address the problem. Lawrence High School, for instance, has more than 300 students enrolled in algebra I, but the school is scheduled to get just 25 new laptops for checkout.

Digital textbooks have some advantages. They can be updated immediately and allow students to easily highlight material. They also can enhance learning with the use of other media such as video.

But those only work if students have access to the computers to make them work. Most students have cell phones, but, in an informal survey taken by the math teachers at LHS, only 20 percent of students said they have consistent access to a computer and the Internet at home. As one of those teachers noted, schools shouldn’t move to an Internet-driven teaching model before they have the resources to support that model — for ALL students.

It’s good that the Lawrence schools are trying to keep up with the best and latest teaching tools, but it’s essential that they do that in a way that doesn’t feed inequities based on who does and doesn’t have easy access to computers and the Internet.