The purpose of this ethnographic case study was to explore pedagogical responses to technology in the classroom, specifically how the one-to-one Chromebook initiative influenced the instructional methodologies and pedagogical developments that support the development of digital practices of middle level students. The participants of this study were two grade 7 social studies teachers with experience using technology and Chromebooks in the classroom and myself, a grade 6 English teacher. Data was collected through observations of teaching in the classrooms, formal and informal interviews with the teachers, and instructional artifacts. The themes that surfaced from data collection are: teachers emerging as learners, the necessity to teach the technical skills of the Chromebook, challenges with organization of materials, memorializing the multimodality of teaching, blending the digital and print platforms, collaboration, and logistical issues that stunted teachers in their progress in using new technology for learning. Future research should attend to the professional development and training teachers have received in order to successfully implement a one-to-one technology initiative, as well as a study of the curriculum revisions school districts have undergone to support the development of digital literacy competencies in young learners. [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.]