A technology plan can help a school district determine its needs and how they will be met. The purpose of this mixed-method study was to provide technology recommendations to a suburban school district in New York State. The study examined what teachers knew about the district's technology plan, how technologies have influenced how educators teach, and their perceptions of how students learn when digital technologies are used. It also examined the resources available to teachers to help them utilize educational technologies and to communicate with others. Two district administrators who work with educational technology were interviewed. All 456 of the district's teachers and librarians were surveyed, yielding a 37% response rate (n = 168). From those teachers and librarians who responded, two focus groups were formed to learn more about educator views and experiences with educational technology. Respondents indicated that they had problems with functionality and availability of the resources and did not have enough support (both staffing and professional development) to be able to successfully implement technology in their classrooms. The recommendation for the district is to foster greater collaborate between administration and teachers to make a technology plan that has a clear vision for the role of technology in teaching and learning. The plan should include discussion on key areas, including: updating equipment, adding professional development, one-to-one computing, and improving access and equity to technology resources. These findings are consistent with themes identified in the literature review. [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.]