This paper strives to reconstruct the digital divide discourse from a Gramscian perspective in relation to educators’ role in cultural force in the process of hegemonic dominance. Educators either serve the interest of ruling elites and help the maintenance of ideological hegemony or counter-serve hegemonic forces by breaking the cycle of dehumanization and oppression. In essence, the digital divide discourse and its popularization were perceived as a product of ideological hegemony. In order to analyze the digital divide discourse, this paper looked at the current literature related to digital divide, and then examined technology’s historical relations with the hegemonic power structure. The contemporary United States society and its dominant discourse on the digital divide and how other social determinants related to the class structure are being ignored in the process of approaching this social problem are also analyzed. Finally the paper discussed how educators need to deal with and challenge educational inequities in the new alteration process of hegemonic structure that has a strong dialectical relation with the new technological advancement. This discussion is one attempt to participate in its rearrangement.