This study seeks to better understand how and why teachers use technology in their work. Teachers were surveyed to explore to what extent they integrate technology and why they integrate it to the extent that they do. Faculty at three upper-level public schools in the Northeast were surveyed. Three teachers also volunteered for interviews, and one volunteered for a classroom observation. Survey results were analyzed for descriptive findings, and open-ended questions were coded thematically using emerging themes. Interview and observation data were also analyzed for themes. Two regression analyses were conducted to identify possible predictors for increased technology integration and for positive technology attitude scores. This study adapts the SAMR classification method to create a survey and coding scheme for assessing teacher technology use. Consistent with prior work, this study finds that teachers are far more likely to use technology in ways that enhance rather than transform learning. These data suggest that technology integration is similar at different schools, and that many teachers, even technology advocates, have misconceptions about transformative technology uses. This study also identifies competing tensions in teachers' rationales about technology use. Some teachers will likely continue to resist technology implementation and embrace more traditional pedagogies. In fact, this study finds that a teacher's positive attitude about technology is the only statistically significant predictor of an increased technology integration score. In turn, a teacher's more positive perception of the technology culture at the school predicts more positive technology beliefs. [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.]