The use of instructional technology resources in the teaching and learning process may influence student academic achievement. The problem addressed in this study is a lack of understanding of the effectiveness of instructional technology resources on elementary student academic achievement. The purpose of this quantitative quasi-experimental research study was to investigate the effectiveness of instructional technology resources on elementary student academic achievement. This dissertation examines the summative mathematics scale score ratings collected at three key assessment points, specifically, pre-treatment, post-pilot, and post-launch implementation stages of an instructional technology resource. Student data was collected from 15 elementary schools in an urban school district near Chicago, Illinois. Each data collection point represents the results of one year of mathematics instruction utilizing a specific media type. The pre-treatment year utilized traditional and text-based instruction only, and the two subsequent years integrated a combination of text and multimedia instruction by implementing a new technological resource. The cognitive theory of multimedia learning served as the guiding theoretical framework of this study. Results of the data analysis show that each of the 15 elementary schools demonstrated growth in overall mathematics scale scores between the initial pre-treatment data and the post-pilot implementation data. All but one of the elementary schools demonstrated growth between the pre-implementation and the post-implementation summative assessments. The findings of the study indicate a small but statistically significant relationship between the use of instructional technology resources and elementary student academic achievement. [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.]