Amidst the COVID-19 pandemic, and immediately thereafter, digital instruction became commonplace within the modern classroom. The Georgia Department of Education mandates that teachers utilize technology as a best-practice, and uses that expectation as a component of teacher evaluations throughout the year. Despite the urging to integrate technology frequently, there are correlations between technology usage and educator burnout. Recent literature warns of teacher attrition, and discusses the dangers of educator burnout as a contributing factor. An increase of technology and expectations for its use have potential, negative impacts on educators--warranting a necessity to better understand secondary educators' experiences. In this narrative inquiry, the researcher restories the experiences of four participants who work at a public high school in Georgia. Collecting data from three, semi-structured interviews, the researcher re-tells their lived experiences with technology integration. The overall goal of this research is to better understand secondary educators' experiences with technology integration, and to subsequently generate poignant information for the Condor* County School District about training needs of it staff. [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.]