This qualitative study delved into the challenges faced by elementary educators at a suburban school in integrating technology-enhanced literacy pedagogy to bolster student success. Guided by Venkatesh's unified theory of acceptance, the research investigated educators' perceptions and utilization of technology in literacy instruction to foster student achievement. Key questions probed teachers' perceptions of technology's role in enhancing literacy outcomes and their views on administrative support for instructional practices. Data collection involved interviews and surveys with 12 participants, selected based on demographics and teaching credentials. Thematic analysis was conducted to identify patterns and insights. The study explored the alignment among literacy goals, technology activities, and student outcomes. Significant themes emerged regarding educators' perceptions of technology's potential to enrich literacy instruction and the need for supportive administrative structures. Findings suggested opportunities for participatory professional development to empower teachers in leveraging technology to enhance student learning. This research offers insights for school leaders to recognize the value of collaborative professional development and supports educators in fostering meaningful relationships between technology and literacy instruction. [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.]