Modern technological advancements have transformed the way in which humans communicate, including writing. Today's students must not only be able to master the mechanics of good writing, but they must also become competent using writing programs in an online environment. English Language Arts teachers are the primary users of these writing programs. The teachers must not only teach writing well, but they must become competent in the usage of online writing programs to help their students to succeed on writing assessments. This phenomenological research study addressed the problem of the gap in the literature in teachers' experiences integrating a new technology into their classroom practices. The purpose of this study was to explore the lived experiences of teachers as they integrated a new technology into their classroom practices. District and local administrations must understand their teachers' experiences to better provide writing programs that meets the needs of the teachers who use them. This phenomenological study included two sets of live interviews with eight teachers in Utah. Inductive thematic analysis was used to explore ELA teachers' lived experiences integrating a new technology into classroom practice and how these teachers felt their mindsets influenced their motivation in integrating a new technology into classroom practices. Through data analysis, five themes emerged pertaining to two research questions. The five themes were as follows: 1) ELA teachers have a positive perception of integrating technology into their classroom practices. 2) ELA teachers perceived that integrating new technology into their classroom practices does make them more effective teachers. 3) ELA teachers tend to have a more positive experience with incorporating new technology into their classroom practices with support from colleagues and local school and district administrations. 4) Mindset theory is complex and evolving, and it may be possible for a teacher's mindset, whether fixed or growth, to influence the mindsets of their students, affecting learning outcomes. The results revealed the need for local and district administrations to support their teachers in collaboration and training opportunities. Further research is necessary to better understand the connection between teachers' mindsets and the influence these mindsets have on student learning performance. [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.]