This talk addresses gender differences in ICT use and technology-supported learning, drawing on three sets of findings relevant to Taiwan’s educational context. First, we examine the PISA 2022 results, which highlight disparities in digital literacy and ICT use between male and female students. Second, we report on interaction effects between gender and CT-related resources, showing that in resource-limited schools, male students performed significantly lower than female students in computational thinking (CT). Finally, we present findings from a recent longitudinal STEM study that illustrates distinct developmental trajectories in CT learning between genders. Together, these findings call for a rethinking of gender equity in digital learning and urge educators and policymakers to address the contextual and structural factors that shape technology-mediated learning experiences across genders.