Elementary educators across the nation are utilizing educational technology (EdTech) in a variety of ways to transform teaching and learning in their classrooms. While once seen as an additional component to learning, EdTech is now widely believed to provide alternative pathways to success for many students. EdTech can provide access to content and curriculum for all learners through features like translation services, immersive readers, adaptations for visual impairments, and more. Although the adoption of EdTech has been widespread, its usage varies from teacher to teacher and school to school. This qualitative research study used interpretative phenomenological analysis to identify and interpret common themes from elementary educators in Washington County Public Schools (WCPS), Maryland. This study focused on both how teachers utilize EdTech in their classrooms and why the need for district-mandated standards would lead to its acceptance and implementation en route to digital equity. Elementary educators holding a variety of positions across WCPS were interviewed in a one-on-one format and again in a focus group setting to elicit deep understandings of the phenomenon of EdTech usage in elementary classrooms for both teaching and learning. Participants in this study were members of a year-long cohort which focused on the successful and effective implementation of digital tools and robotics in elementary classrooms. All participants shared a common belief that EdTech was not only necessary, but integral to student achievement. Findings suggested the need for a collaborative, district-wide action plan to support the adoption of EdTech standards that aid in mastery of traditional content areas, such as English language arts and mathematics. A district-wide approach will ensure equitable access to EdTech that will prepare all learners for college and career pathways that extend beyond elementary school. [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.]