This study explored student and teacher perspectives of technology use at Franklin Elementary School in South San Jose, CA, using qualitative, quantitative, and observational methods, including interviews, observations, and surveys. Thirteen teachers responded to a survey on educational technology use. Among this group, eleven provided interviews, and nine invited classroom observations from 1st through 6th grades. Additionally, sixty-nine 3rd to 6th-grade students were surveyed about their views on technology use. The study found that technology use in teaching is widespread and integral, not just an add-on. Observations and teacher interviews showed high engagement and interest in technology tools, primarily supporting the lower levels of Bloom's Digital Taxonomy (BDT). Recommendations include professional development and collaboration opportunities for teachers to integrate activities engaging Bloom's higher levels of thinking, such as analyzing and evaluating. Teachers also called for better vetting of products to ensure ethical and safe technology use in schools. Due to the limited and small sample size, findings may not be generalizable. Given the rapid pace of technological evolution, highlighted by the fast adoption of artificial intelligence (AI) tools in education during the research period, the study concludes with a need for ongoing research into the ethical and privacy implications of technology use in education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]