The purpose of this study was to analyze data from Ohio schools and the frequency of use of educational technology, a teacher's comfort level using technology, and a teacher's beliefs about the effect of educational technology on teaching and learning based upon the school's Blue Ribbon award status. The study used an ex-post facto, quantitative comparative research design. The variables examined originated from an archival data set: the Ohio Biennial Educational Technology Assessment: 2011 ("BETA 10-11"). The research questions examined the differences between Blue Ribbon and Non-Blue Ribbon schools based on educational technology use, a teachers' comfort level with technology, and belief about the effect of educational technology on teaching and learning. The theoretical basis for the study is educational technology innovations and recognized high achievement in public schools. The Blue Ribbon School Program honors public and private elementary, middle, and high schools that are either preforming high academically or have improved student achievement to high levels, especially among disadvantaged students. The BETA (10-11) teacher survey on educational technology consisted of 117,575 teachers from K-12 public schools in Ohio. In the 2010-2011 school year, the state of Ohio had 11 public schools awarded the Blue Ribbon status. There was no significant difference between Blue Ribbon schools and Non-Blue Ribbon schools based upon the three educational technology characteristics. [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.]