Educators in the middle school classroom use mobile technology to supplement learning every day. This qualitative case study aimed to explore educators' perceptions and use of mobile technology policies and how they connect students to each other through technology. The findings of this study show that educator perceptions are independent of the classroom policies on technology use enforced by schools and districts. This study also demonstrates that there are a range of perceptions about what technology-based connectedness in the classroom looks like in practice. Researchers can use this study to understand further how educators believe technology can serve the learning process while also being informed on educators' limitedness of relating their pedagogies to the theory of Connectivism. In addition, this study suggests that formal training for educators in Connectivism may lead to more effective implementation of technology to increase student connectedness. [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.]