With increased technology use in classrooms, teachers must design lessons that integrate technology use and stimulate cognitive processing. This dissertation explored science teachers' perceptions of integrating technology-based instruction on cognitive processing in secondary school science. It is vital to understand the neuroscience behind learning to ascertain the role of technology-based instructional models in cognitive processing. With increased research linking brain function to learning, more teachers now use research-based instructional models that encourage cognitive processing (Subramaniam, 2012). High interest, brain-tasking, and instructional strategies enhance cognitive processes. Although technology use continues to increase, traditional teaching models are still helpful. The findings from this study indicate that technology use may enhance learning, thus improving cognitive processes. However, further research is needed in this area to support these findings. [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.]