Integrating technology into the classroom is more than just putting tools and hardware in front of children. To provide high-quality instruction, educators need to understand the relationship between pedagogy and technology. When technology is integrated into the classroom in a meaningful way, students become more engaged and they learn to take control over their own learning. This builds the capacity for student-centered learning. As technology advances and access increases, teachers' confidence and ability to implement new technologies may be impacted. Due to the COVID-19 pandemic in 2020, educators were faced with integrating technology in the classroom at a much higher capacity. The purpose of this explanatory sequential mixed-methods study was to determine elementary teachers' perceptions of technology, what makes them want to use technology, and how they believe technology will enhance student-centered learning. In addition, teachers' technological pedagogy, teaching pedagogy, and self-efficacy of educational technology were studied. Lastly, since the COVID-19 outbreak in the United States, the researcher was interested in learning how teachers' perceptions of the instructional uses of technology have changed as a result of teaching remotely during the pandemic. The results of this study identified teachers' self-efficacy and what makes teachers want to integrate technology to enhance student-centered learning. [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.]