Severe reductions in funding coupled with the imperative to measure and report teachers' ability to integrate technology into their practice pose a significant problem for school districts in New Jersey. This study was designed to identify factors that influence teacher use of technology. A review of the literature identified four areas of barriers and supports that impact teacher practice: Access (e.g., number of computers available; connectivity; opportunities for professional development, evaluation, and feedback), School Climate (e.g., discipline issues, culture that promotes digital learning and constructivism, modeling by administrators, community support, pressures of standardized testing), Support (e.g., mentoring, onsite tech support, training on new equipment), and Incentives (e.g., extra pay, release time, equipment loans, credit hours, special acknowledgments). A forty-two question survey instrument was constructed to elicit information from district technology coordinators in Essex County regarding these four areas which became the study's dependent variables. Two independent variables underpinned the research: the district's level of technology integration and District Factor Group (i.e., socio-economic status). Administered to fourteen technology coordinators, the data were analyzed using t-tests and ANOVA's; none of the tests resulted in a statistically significant finding. Regarding the influence of level of technology integration, it was unanticipated that none of the participating districts would select "High" which may account for the lack of statistical significance in the data analysis. In regard to the influence of economic status, it may be that all districts are facing difficulties in funding their technology programs which was mentioned in comments provided at the end of the survey. It is evident from the responses that every district which participated in the study is attempting to do everything that has been identified as potentially beneficial. This effort is not tacitly sanctioned by the State, but it is given support by the breadth of questions on the annual State Technology Survey, the required District Technology Plans, and the publication of district "Report Cards." This research suggests the possibility that it may be appropriate for State and federal policy makers to narrow their focus and allow districts to concentrate on what works best for their teachers. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]