This study examined what factors contribute to the implementation of technology in the classroom. Specific research questions were: (1) What is the relationship between gender and amount of technology use in the classroom? (2) What is the relationship between years of teaching experience and amount of technology use in the classroom? (3) What is the relationship between type of training in technology use and amount of technology use? and (4) What is the relationship between self-perceived knowledge of technology and amount of technology use? The study was conducted using 64 teachers, 15 from 1 elementary and 49 from 1 secondary school who completed questionnaires concerning the research questions. A statistical analysis of the data resulted in a composite teacher who teaches English or mathematics, has taught between 9 and 22 years, and who has learned to use technology through self-instruction. This study showed that the type of training is not a factor, although knowledge and self-perceived knowledge are strong predictors of the amount of use of technology. Implications for teacher education programs are considered. (Contains 18 references.) (ALF)