The purpose of this study was to investigate mean differences among groups relative to their responses to an instructional technology survey, examine patterns of teacher and student use of technology, and explore perceptions of technology staff development. Survey methodology was used to gather data from 744 teachers representing 21 school districts in Texas. The data suggested professional development and teachers' perceived skill level had the most significant impact on teacher's use of technology. The study confirmed barriers identified in the 1990s still exist today. The strengths, weaknesses, and patterns identified in this study can provide insight and guidance in assisting administrators make creative educational technology decisions to remove technology barriers, better prepare teachers to adapt to the needs of today's students, and meet future technological challenges. This research could be expanded to include districts in other regional service center areas in Texas, involve administrators, include students, and investigate the quality of instructional technology use. [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.]