The integration of technologies for use as learning tools in K-12 classrooms has been limited, especially when compared with the widespread integration of technologies outside of classrooms. In an effort to better understand the challenges teachers face when integrating learning technology, this study examines teacher identity in technology leveraged classrooms. This dissertation study poses that the manner in which an individual interacts with and responds to the community is governed by the cognitive construct of intrapersonal identity; the ways in which teachers alter their activities and interactions when they use learning technologies may precipitate changes in teacher identity. As teachers alter their instructional practices and the nature of their interactions with students, they redefine what it means to teach in the context of technology-leveraged classrooms. Through the collection of narratives, this study describes teachers' experiences while working with student learning technologies. These experiences, and the manner in which a teacher contextualizes them, influences the kinds of adjustments she makes to her instructional practices and/or student interactions. Narratives of teachers' experiences were collected through a series of semi-structured interviews and classroom observations of three middle school teachers engaged in the implementation of a technology grounded curriculum. The teachers' narratives provided rich insight into the teachers' current and past experiences with students and learning technologies and well as provided insight to the ways in which teachers contextualized their experiences and rationalized adjustments to their teaching practices. The study utilizes the collected narratives to address the two central research questions, 1) In what ways, if at all, do teachers' experiences with learning technologies inform or alter their classroom interactions? and, 2) What do the narratives of changing practices suggest about changes in teachers' intrapersonal identity? The study identified common pedagogical changes between the teachers, and also found that the teachers made pedagogical changes in response to perceptions of problematic experiences. These problematic experiences were significant to both the mechanism and the rationalizations for the changing pedagogies. However, the ways in which the teachers' conceptualized the problems and rationalized their responses to the problems were uniquely individual to each teacher. The study also found that in altering their pedagogies, the teachers altered their intrapersonal identities; to vary degrees the teacher adjusted their teaching roles and their perceptions of what teaching and learning looks like in a technology grounded learning environment. These finding suggest that teachers may need to reposition themselves and reimagine what it means to teach when engaging student-centered learning technologies. These findings also have implications beyond the technology grounded classroom, suggesting that teachers may also need to reposition themselves and reimagine what it means to teach when engaging innovative curriculums or educational reforms. [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.]