"It is often assumed that changing the classroom by introducing technology will result in better teaching and increased student motivation, which ultimately means more effective student learning experiences" (Donovan, Green, & Hartley, 2010, p. 423). But does it? This is the controversy and debate that surrounds the promise and potential of integrating technology into instruction. Integrating technology into instruction is an appropriate choice for teachers to make as they work to meet the learning needs of digital native (Prensky, 2001) students. Researchers (Collins & Halverson, 2009; Lehmann, 2009; McClure, et al. 2011; Schrum & Levin, 2009; Trilling & Fadel, 2009; Zucker & Kozma, 2003) suggest that when teachers do use technology for instruction, they may not be using it to its fullest potential to promote high levels of student cognitive engagement. Measuring the connection between instructional technology integration and student cognitive engagement is the purpose of this quantitative study, and the instrument utilized for this research is the Instructional Practices Inventory-Technology (IPI-T). The IPI-T is an addition to Valentine's basic IPI walkthrough classroom observation process which has been used for over fifteen years as a reliable method of collecting data about student cognitive engagement in the classroom. This quantitative study contributes to the overall understanding of educational technology by providing specific, empirical information about the frequency and scale of classroom technology integration and the corresponding level of student cognitive engagement as measured by the IPI-T. Both descriptive and inferential statistics were used to analyze collected data. The Chi-square Monte Carlo method revealed statistical significance, and determined that the observed frequency distribution of IPI-T cognitive engagement categories was associated with the categorical variables technology use, school, grade range, and content area. This quantitative study provides empirical evidence that teachers, participating in this study, are not typically integrating technology into their instruction in ways that promote higher-order/deeper learning through constructivist environments. [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.]