The study explores the integration of technology in teaching mathematics, providing current secondary mathematics teachers with effective practices and guiding future mathematics teachers toward a technology-pedagogical approach. In this study, I focused on effective teaching practices with technology in teaching mathematics to current secondary mathematics teachers to guide future mathematics teachers in adopting a technology-pedagogical approach. This research addressed secondary mathematics' preparedness level to implement effective teaching methods in the digital age. A district from a Midwest state was used to collect data using a sequential explanatory method; a survey was sent to the secondary mathematics teacher with an option for those who wanted to participate in the interview. The results indicated that current teachers have some knowledge of technological tools but not to the full extent that they can integrate them into their daily instruction. The study suggested that current secondary mathematics teachers require ongoing professional development to enhance their technological knowledge and use it effectively. These results have implications for current teachers who require well-equipped preparation using NCTM's effective instructional practices with technology in teaching mathematics. These teachers require more technology training, which can help them choose the appropriate technology to use in a particular instructional strategy. Universities must equip teacher candidates with technological skills to integrate these tools into the eight mathematical instructional practices. [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.]