Computational technology is prevalent in K-12 education. Understanding computational technology from the viewpoint of teachers is important for informing teaching methods and determining the appropriate timing of instructional support. This dissertation examined educators' perspectives on the relationship between computational technology in the classroom and the development of their students' cognitive skills. The study leveraged qualitative, semi-structured interviews with K-12 educators. Interview data were analyzed using principle component analysis to thematically group perceptions of technology in relationship to learning. Thematic groupings were interpreted in relation to previous literature focusing on the role of computational skills in student learning at various stages of development. Data analysis further examined perceptions about the use of computational technology in early education, particularly how such technology impacts the ability of learners to solve real-life problems. This study found that K-12 educators perceived that technology positively impacted their students' learning. This study suggests a systematic approach to computational technology in the classroom, especially one that introduces K-12 learners to early problem-solving, is an effective means to awaken students' cognitive abilities. This research is significant because it would inform education policymakers on the perspectives to consider when honing cognitive abilities in grade school, focusing on technology's role in enhancing learners' computational ability. [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.]