Technology investing in public schools has reached historical levels, yet the impact on student achievement has been under-realized. Despite annual increases in school technology expenditures, there are still limited cases of schools and teachers using technology in ways that impact student achievement. Many studies have focused on first order barriers such as access to computers, access to software, and access to technology support. The number of studies focusing on second order barriers such as teacher efficacy and instructional practices is much less prevalent. These unique conditions must be realized and addressed if schools are going to embrace technology as a tool to improve student achievement.

This study is based on the survey completed by 146 teachers in 15 elementary schools. Descriptive statistics, regression analysis, and correlation were used to examine the relationships between the level of technology implementation and the following independent variables: current instructional practices, personal computer use, poverty concentration within a school, teacher efficacy, and demographic variables including gender, age, attainment of an advanced degree, years of classroom teaching experience, school culture, and principal support. The results of the study determined a significant relationship between the level of technology implementation and personal computer use, current instructional practices, and teacher efficacy. Additional findings indicated a statistically significant negative relationship between the following: age and both personal computer experience and current instructional practices; and years of experience and both personal computer use and current instructional practices. Also, a statistically significant relationship was determined to exist between a teacher's sense of efficacy and both personal computer use and current instructional practices.