The purpose of this qualitative study is to investigate how the use of technology may increase student engagement and learning in urban schools, as perceived by administrators, teachers, and students. Engagement Theory informed the design of the study and interpretation of findings and the literature review provides a context for pursuing this investigation. A qualitative study approach was used to discern stakeholders perceptions of the use of technology to increase student engagement and learning across three urban high schools in the Metro Boston Area. The degree to which the use of technology has contributed to student engagement in learning and student learning across the three constituent subgroups was the subject of this investigation. An analysis of administrator commentary, teacher interviews, and students self-reporting of engagement and learning identified the major challenges associated with technology integration and determined that the effective use of technology is important for student performance. The analysis further determined that the use of technology can improve teacher effectiveness and enhance student engagement, if used well and effectively. The findings from this study will be presented to inform educators on the potential of technology to engage students and enhance their learning. [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.]