Nearly everyone today has access to a computer at home, at work or at school and knows how to use it. Some of us can use a computer for very basic things, others for more challenging tasks,but there is no question about it; today’s children are growing up in a world where it will be essential to have advanced computer skills to find work or be part of the modern community.Already schools are preparing young people at earlier and earlier ages to use technology. Many schools use computers in the classroom and it is routine for students to do online research for projects and even submit homework online.
However, experts say that schools need to do more. Using a computer is not the same as
understanding how it works. And educationalists want all children to have classes in computer programming, or coding, as it is called. In the past, the youngsters who coded were often male and had the reputation for being obsessed with computers. This earned them the nickname of ‘nerd’ or ‘geek.’ Today coding is becoming more popular and teenagers no longer care about such labels.
The main problem of giving coding lessons to every child is obviously related to having enough of the right equipment. Eben Upton wanted to solve this problem. He realized that the number of students who were applying to study IT at college was dropping and it was important to change this. So, he co-designed and developed an amazing little computer called the Raspberry Pi for use in schools. This is a tiny computer, the same size as a credit card. It can be connected to a computer monitor or TV screen and works with a normal keyboard and mouse. The Pi is small,cheap and effective. It allows students in classrooms to find out more about computers and how to code. Eben started selling the Pis in 2012 and now, there are more than two million in use worldwide.In spite of this progress, there are still not enough computers in classrooms. Amy Mathers is a very clever fourteen-year-old from Manchester and she recently won first prize in the ‘Digital Girl of the Year’ award. This award highlights the achievements of girls in Europe and hopes to encourage more girls to become coders. However, Amy could not use a Raspberry Pi at school. She had to buy one (or rather her mother did!) and she learned what she could do on it by herself and from organized free events such as ‘Manchester Girl Geeks’ workshops and ‘Codecademy’.Amy thinks more students should have the opportunities that she did. When asked at what age children should start to learn coding, Amy said that anyone who could read and type could learn to code! So, maybe we’ll soon see baby Raspberry Pis in toyshops?
Exercise 1 Read the article and choose the correct answer (A, B, C or D).

4 Amy Mathers is well-known because __________

LÀM VÀ GIẢI THÍCH GIÚP MÌNH VỚI.
15. For years, tablets have enriched our lives at work and at home, allowing us to stay ____ and access information with ease.

A. connecting ​   B. connected    ​C. connect    ​    D. connection

16. Viet Nam has abundant mineral water sources, ____ throughout the country.   

A. be found ​   B. finding ​   C. find     ​      D. found 

17. Some private companies in China try to avoid employing women of child bearing ____ and sometimes sack them once they are going to have a baby. 

A. years                    ​B. time              ​C. old​                    D. age 

18. The ____ mangrove forest is home to a variety of wildlife. A. flooded             ​B. flood​             C. flooding       ​D. floods

19. Saudi Arabia is the last country to allow women to vote, and this is a first step in the long ____ of the gender equality. A. struggle ​           B. way​            C. distance​       D. direction

20. In addition, Hawaii is home to some magnificent botanical gardens, opportunities for animal ____ education, and cultural engagement. 

A. conservationist  B. conserve ​

C. conservation      D.conservational

21. Computer games ____ encourage players to move up levels and earn high scores may help develop mathematical skills.

A. they        ​B. those​       C. which​         D. whose

22. All forms of discrimination against all women and girls ____ immediately everywhere.

A. must be allowed​       B. must be followed   

​C. must be taken away​                D. must be ended

23. A major issue for teachers ____ allow students to use their own devices is how to provide online access to such devices. A. who            ​B. those      ​C. they​       D. ones

24. A common reason that someone ____ more for similar work is because of his or her experience or “length of service”.

 A. can be paid  ​B. must be paid ​   

C. may be paid​   D. should not be paid

25. The examination papers ____ by machine. The students ____ of their results next week. 

A. should be scored - are told  ​B. will score - will be said        C. can be scored - can be told   ​D. are scored - will be informed

26. In New York State, you can sleep green by staying at one of the hotels, committing to ____ practices.

A. environmentally friendly     ​B. friendly environmentally       C. environment friendly​            D. environmental friendly

27. When is that letter ____?

A. be sent​         B. to sent ​ C. going to be sent​   D. going to 

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42.

THE DIGITAL DIVIDE

  Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

  Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

  Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.

  Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

  Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

  Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

According to paragraph 4, why are fewer women and minorities employed in the field of computer technology?

A. They do not have an interest in technology

B. They prefer training for jobs with higher salaries

C. They are not admitted to the degree programs

D. They do not possess the educational qualifications

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42.

 THE DIGITAL DIVIDE

Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity –the telephone –does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent of the children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected..

Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

According to paragraph 4, why are fewer women and minorities employed in the field of computer technology?

A. They do not have an interest in technology

B. They prefer training for jobs with higher salaries

C. They are not admitted to the degree programs

D. They do not possess the educational qualifications

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42.

THE DIGITAL DIVIDE

   Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

   Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

   Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.

   Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

   Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

   Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

According to paragraph 4, why are fewer women and minorities employed in the field of computer technology?

A. They do not have an interest in technology.

B. They prefer training for jobs with higher salaries

C. They are not admitted to the degree programs.

D. They do not possess the educational qualifications.

* Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42.

THE DIGITAL DIVIDE

Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.

Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

According to paragraph 4, why are fewer women and minorities employed in the field of computer technology?

A. They do not have an interest in technology.

B. They prefer training for jobs with higher salaries.

C. They are not admitted to the degree programs.

D. They do not possess the educational qualifications.

66. Mr Pike ______ lunch at home with his wife, but today he ______ lunch with his friends. Mrs. Pike ______ to London since two days ago. a. is usually having/ has/ went b. has usually had/ has/ is going c. usually has/ is having/ has gone d. will have/ has had/ goes 67. John ______ a lot. In fact, when he ______ only two years old, he first ______ to the USA. a. always travels/ was/ has flown b. has always travelled/ was/ flew c. is always travelling/ had been/ flew d. always travelled/ was/ has flown 68. Before we ______ a computer, we ______ that typewriter to type our assignments. a. bought/ have used b. are buying/ use c. buy/ have used d. bought/ had used 69. John ______ in France, but his parents ______ in Cologne, Germany after living there for five years. a. was born/ had met b. had been born/ met c. has been born/ meet d. is born/ have met 70. We ______ each other one day while John ______ a book in the library and I ______ down beside him. a. met/ was reading/ sat b. had met/ was reading/ had set c. meet/ is reading/ have sat d. will meet/ reads/ sat 71. John ______ his parents in France at the moment. He ______ in New York, but ______ his parents for the past few weeks. a. was visiting/ live/ had visited b. has visited/ lived/ is visiting c. is visiting/ lives/ has been visiting d. has been visiting/ had live/ has been visiting 72. A: ______ to come over for dinner tonight? B: Oh, I'm sorry, I can't. I ______ to a movie tonight with some friends. a. Have you wanted/ will go b. Did you want/ went c. Do you want/ am going d. Are you wanting/ go 73. He ______ a good day until a thief ______ into his apartment, ______ all his money, and ______ him up. a. has been having/ comes/ takes/ tied b. had been having/ came/ took/ tied c. was having/ had came/ took/ tied d. is having/ is coming/ has take/ ties 74. A: Where ______ on holiday? B: I don't know. We ______ yet. a. will you go/ are not going to decide b. are you going/ have not decided c. have you gone/ do not decide d. did you go/ had not decided. 75. When I ______ the street, I ______ somebody call my name. a. have crossed/ hear b. had crossed/ would hear c. am crossing/ will hear d. was crossing/ heard 76. The train ______at 8.58, so we ______ in Scotland by lunchtime. a. leaves/ will be b. left/ have been c. has left/ were d. left/ had been 77. I think by the time we ______there, Jim ______. a. get/ will have left b. got/ has left c. will get/ will leave d. had got/ left 78. I ______ the time when I ______ as a teacher. a. have never forgot/have first worked b. am never forgetting/ first work c. will never forget/ first worked d. had never forgot/ was first working 79. Women ______ in presidental elections since 1921. a. vote b. have voted c. had voted d. are voting 80. By the time the boss ______ at 9.00, his employees ______ for two hours. a. will arrive/ are working b. arrives/ will have been working c. arrived/ have been working d. has arrived/ were working 81. - I am hungry. I ______ lunch yet. - Don't worry. I ______ you a sandwich. a. have not had/ will get b. do not have/ am going to get c. will not have/ have got d. am not having/ get 82. Do you think everything ______ when we ______ from the store? a. will be finished/ get back b. is finished/ will get back c. is going to finish/ are getting back d. has been finished/ will have got back. 83. Look! Mary ______a beautiful new dress. She ______ so pretty in the dress. a. was wearing/ looked b. wears/ has looked c. has been wearing/ is looking d. is wearing/ looks 84. I am sick of rain and bad weather! Hopefully, when we ______ up tomorrow morning, the sun ______. a. will wake/ will shine b. are waking/ shines c. are going to wake/ is shining d. wake/ will be shining 85. When the president ______ off the plane, the crowd ______ for him for half an hour. a. gets/ will wait b. got/ had been waiting c. had got/ was waiting d. has got/ will be waiting 86. Jane ______ at my house when you ______. a. is/ will arrive b. will be/ will arrive c. will be/ arrive d. is/ are going to arrive 87. They ______ here for three years before you ______ last week. a. have worked/ came b. have been working/ come c. was working/ had come d. had been working/ came 88. These students ______ hard since the beginning of the school year because they ______ their graduation exam next May. a. studied/ are going to take b. are studying/ will be taking c. study/ will have taken d. have been studying/ will take 89. The students ______ chapter 5 next week, so they ______ to prepare for it now. a. have studied/ will read b. are studying/ have read c. will study/ read d. will be studying/ are reading 90. By the time John ______ to help, we ______ the work. a. comes/ finished b. comes/ will have finished c. will come/ will have d. came/ have finished 91. Mary sometimes ______ to turn off the computer before she ______ home. a. forgot/ had gone b. has forgot/ is going c. is forgetting/ has gone d. forgets/ goes 92. They ______ good preparations before they ______ their final examination yesterday. a. made/ had taken b. had made/ took c. have made/ take d. will have made/ have taken 93. He ______ a birthday party tomorrow for his daughter who ______ three. a. is having/ turns b. will have had/ will turn c. is going to have/ has turned d. has had/ is going to turn 94. When Susan ______ yesterday, Peter ______ dinner. He ______ cooking very much and often ______ the meals himself a. phoned/ was cooking/ likes/ prepares b. had phoned/ cooked/ liked/ prepared c. was phoning/ was cooking/ has liked/ is preparing d. has phoned/ is cooking/ is liking/ preparing 95. They ______ to finish their work because they ______ Los Angeles next Sundays. a. are needing/ visit b. need/ are going to visit c. have needed/ are visiting d. needed/ have visited 96. At present, Mary ______ her clothes. She ______ the clothes on Sundays. a. is washing/ often washes b. was washing/ hhas often washed c. has washed/ is often washing d. washes/ often washed 97. I ______ that movie before last night. a. did not see b. has not seen c. had not seen d. will see 98. I ______ Lisa at the museum when I ______ to restaurant but she ______ me. a. was seeing/ was going/ had not seen b. had seen/ went/ was not seeing c. have seen/ have gone/ does not see d. saw/ was going/ did not see

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42.

THE DIGITAL DIVIDE

   Information technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.

   Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity -the telephone -does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

   Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent ofthe children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected.

   Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.

   Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students.

   Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.

What can be inferred from paragraph 6 about Internet access?

A. The cost of replacing equipment is a problem.

B. Technology will be more helpful in three years

C. Better computers need to be designed.

D. Schools should provide newer computers for students.