In this digital age, it is imperative that elementary schools incorporate digital technology with pedagogy. The purpose of this quantitative study was to apply Rogers' (2003) Diffusion of Innovation Theory to identify factors that impact elementary teacher integration of digital technology. This study utilized digital surveys to gather data relating teacher perceptions of the attributes of digital technology, their level of technology integration in the classroom, as well as their perceptions of the technology adoption of the other teachers in their building. This study found that relative advantage had the greatest impact on teacher integration of technology prior to the COVID-19 pandemic. Additionally, this study found that teacher perceptions of digital technology integration changed during the COVID-19 pandemic. These findings indicate the need for educational leaders to focus on the advantages of new innovations to increase adoption and implementation. Also, crisis situations like a global pandemic have the potential to change adopter perceptions of an innovation. [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.]