Within the sphere of education, navigating throughout a digital world has become a matter of necessity for the developing professional, as with the advent of Document Camera Technology (DCT). This study explores the pedagogical implications of implementing DCT; to see if there is a relationship between teachers' comfort with DCT and to the self-efficacy beliefs of teachers. The literature describes our educational system "at risk," comprised of digital "natives" and "immigrants" each challenged by a culture of "disconnected" digital-kids (DOE, 1999; Prensky, 2001; Levin, 2002). Narrative inquiry thematically analyzes the experience of teachers on the cusp of Technology Integration (TI). Research results indicate positive experiential evidence of DCT integration irrespective of CSE [Computer Self-Efficacy]. The battery of teacher experience discloses variance in DCT integration. The "singularity" of DCT integration and the mediation of big-screen-instructional practices were found shifting the paradigm for teacher pedagogy in a digital era (Prensky, 2001).