The purpose of this study was to investigate teachers' perceptions of using instructional technology in the English language arts classroom. The study focused on kindergarten to eighth- grade general education settings. Teachers' perceptions of innovation, or new practice, impact the implementation of that practice. The study's goal is to better understand how the participants' perceptions impact their use of instructional technology when planning and executing a lesson. Building a clear understanding of teachers' perceptions--their perceived values, barriers, and successes--can shed light on further professional learning opportunities or focus support to promote organizational change. A basic qualitative research design was chosen to describe teachers' experiences with varied digital tools. Within the participant's responses, there were three overarching themes identified: engagement, differentiation, and collaboration. [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.]