An investigation of teacher and student use of digital devices and tools to inform others about ways to create twenty-first-century digital learning experiences in the classroom and at home. The researchers used a qualitative research design to elicit teacher perceptions and use of 1:1 (device to student) and 1:2 digital devices and tools through survey data from third, fourth, and fifth-grade teachers who were a part of a digital learning pilot in a large public-school district in the Southeastern United States. Teachers used station rotation, individual rotation, and flipped classroom models of blended learning to differentiate instruction and provide digital learning experiences to their students. Teacher-selected digital tools allowed students to use multiple levels of Bloom's Taxonomy.