The problem addressed by this study was how teachers may not have the knowledge and skills to use technology resources as instructional strategies/methods to support growth in student learning outcomes. The ability of teachers to effectively integrate technology depends on their level of training in instructional technology, which supports their pedagogical expertise and helps students succeed academically. The purpose of this qualitative descriptive study was to explore how K-2 elementary teachers described their use of technology resources as instructional strategies/methods to support growth in student learning outcomes. This study was guided by Vygotsky's Zone of Proximal Development (ZPD) and the Partnership for 21st Century Skills. Sixteen participants provided in-depth responses to open ended interview questions related to the study's two research questions. The first research question was; how do K-2 teachers describe their use of technology resources? The themes emerged from research question one were lack of consistent training, lack of technology training, and lack of training on how to use electronic devices. Research question two was; how do K-2 teachers describe their identified technology resources as instructional strategies/methods to support growth in student learning outcomes? The themes developed were about lack of digital resources for teachers and lack of consistent internet access. Findings for this qualitative study were K-2 teachers needed ongoing professional training in technology integration to keep abreast of current educational technology trends and appropriate training on how to use electronic devices in the classroom to maximize learning. Recommendations for practice included having school administrators investigate the issues with lack of professional development in order to improve K-2 teachers' efficacy in integrating technology and remain on top of modern educational trends. Future research could benefit from extending the study beyond K-2 teachers as a case study, using a quantitative methodology to correlate technology use and how it is applied in the classroom. [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.]