Technology has become an unavoidable part of a teachers' academic experience. In this technological world of evolving electronic devices, knowledge of how teachers perceive the value of web-based content and chosen devices as a medium for teaching and learning is imperative when making curriculum decisions. This study explored teachers' perceptions of the impact of web-based content and the use of netbooks/laptop computers on teaching and learning. In order to collect data, 59 teachers in a rural Nebraska school district were surveyed using a researcher-developed instrument. Likert-type scale items and open-ended responses were used to measure teachers' perceptions of student motivation and the use of web-based content with an electronic device. Mean scores, standard deviations, and independent sample t tests were performed to measure respondents' perceptions to survey items. Descriptive statistics indicated that teachers perceived web-based content to have a positive effect on student interests, achievement, and performance in class. The results also indicated that teachers perceived web-based content to be motivating to students. In addition, teachers perceived students easily adapted to using either netbooks or laptop computers in classrooms to search and view web-based content. Teacher perceptions were influenced by the frequency of use of technology in the classroom. Those who reported using technology more frequently also demonstrated more favorable responses about the use and impact of web-based content and the use of technology. [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.]