In the growing corpus of education research about technology in schools, information about town and rural elementary schools is scarce. I conducted a one-year descriptive ethnographic study of the everyday use of digital tools by teachers and students in three classrooms in a Rocky Mountain state. School selection was based on ethnicity rates (~35% Hispanic and ~55% White) and Free and Reduced lunch eligibility percentage (~40%), which mirrored state averages, as well as national locale codes as Town (between 2,500 and 49,999 residents) and Rural (<2,500 people). The two Grade 4 teachers in the town school and one Grades 5/6 teacher in the rural school were implementing one-to-one device initiatives and had similar classroom set-ups of a teacher laptop, mounted projector, and document camera. Students used their devices daily, mostly for word processing. Findings indicated many students lacked access to digital devices and the internet at home, so they acquired most of their digital skills at school. Students lacked important digital skills, including information literacy and digital citizenship knowledge. One-to-one device initiatives provided instructional efficiency for teachers and students and the types of devices provided to students limited the opportunities for students to participate in open-ended, creative projects. Implications for professional development and curriculum alignment are discussed. [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.]