To meet the challenge of addressing the educational needs of students enrolled in the 21st century classroom and to meet the vitally important national goal of raising the level of digital inclusion, it is imperative for educators to develop methods of integrating technology into the everyday activities of the classroom. This applied dissertation used Fullan’s (2001) change theory as a conceptual framework for examining the implementation of educational (instructional) technology in a district located in a southern state bordering the Gulf of Mexico. The writer utilized the evaluation methodology approach for this study.

The study demonstrated Fullan’s change theory for examining the progress in the implementation of technology integration in instruction in the target organization and produced four major findings: (1) The teachers who participated in the study recognized the importance of technology integration as a priority need. In addition, the majority of teachers perceived technology to be important to student learning. (2) The clarity of vision of the district’s seamless technology integration in instruction and equitable access to the most up-to-date tools was not recognized by the teachers in the target organization. (3) The complexity of technology integration in instruction could be strengthened through more time allocated for the teachers’ training and/or professional development in content-specific learning opportunities. (4) The quality of technology integration in instruction was inadequate. More time needs to be allocated by the district for joint planning between district leaders and teachers in the target organization.