This study focused on the degree to which New Jersey public middle school principals perceived that New Jersey public middle school teachers are implementing the New Jersey Core Curricular Content Standard for Technology (Standard 8.1 Computer and Information Literacy), mandated by the New Jersey Department of Education (NJDOE) into their teaching practices. Also explored was the degree to which teachers are integrating technology into their teaching practice, how teachers are assessing students regarding Standard 8.1, and the importance teachers place on implementing Standard 8.1. A mixed-method design was employed with quantitative data collected via questionnaires distributed to principals (n = 6) and teachers (n = 63). Qualitative data were collected via teacher interviews (n = 8). Questionnaire response data were analyzed for differences and similarities between principals' perception if implementation of Standard 8.1 and teachers' actual implantation of Standard 8.1. Teacher interview responses provided in depth understanding of teachers' implementation of Standard 8.1 and related assessment practices. Key findings of the study include the following: (a) Responding principals perceived that responding teachers are implementing Standard 8.1 to a greater degree than what responding teachers indicate as actual practice, (b) The majority of responding teachers did not refer to Standard 8.1 or the assessment criteria established by the NJDOE to inform their implementation of Standard 8.1, (c) The majority of responding teachers require students to perform low-level task with computer and information technology, as opposed to high-level task mandated by NJDOE standards and recommended in best practice literature; (d) Teachers' reported lack of awareness regarding the specifics of Standard 8.1 and the NJTAP-IN general assessment rubric indicates that Standard 8.1 is not being implemented formally or at a high degree. This study contributes to the body of research concerning the integration of technology into teaching and learning. Also, insights gleaned from this study can be used (a) to help principals and teachers better align their efforts regarding the integration of technology into teaching and learning, and (b) to help New Jersey principals and teachers align curriculum and assessment practice with Standard 8.1 and the NJTAP-IN general assessment rubric. [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.]