To engage interests and connect with 21st-century learners, educators must be able to effectively use technologies in their classrooms. The problem this study addressed was the limited understanding that language arts educators in urban school districts have of effectively using technological tools while teaching digital literacy. The purpose of this basic qualitative study was to explore high school language arts teachers' perceptions of the use of technology to teach digital literacy in urban school classrooms. The technology acceptance model was the conceptual framework used for this study, which aided in the discovery of how language arts educators gauge the usefulness and ease of use of technologies as they teach digital literacy. Data from semistructured interviews with 13 secondary language arts educators were analyzed using thematic analysis. Findings indicated educators were strongly influenced by technology made available to their classrooms and are guided by their own beliefs about technology and the individual needs of their students. Findings also revealed educators still face challenges, including WiFi and bandwidth issues, and classroom support from information technology and administration. Results from this study may contribute to positive social change by providing educators and administrators with a better understanding of technology challenges to develop solutions and professional development. Educational administrators, policymakers, and educators can benefit from this research by gaining insights on teaching digital literacy, thereby promoting instructional strategies that align with students' needs and fostering a more engaging, equitable educational environment. [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.]