This exploratory sequential mixed methods case study investigates how K-3 teachers utilize educational technology to enhance literacy instruction integration. Through a combination of semi-structured interviews, classroom observations, surveys, and artifact reviews, the study thoroughly examines the factors influencing technology selection and its subsequent impact on teaching practices. The findings illuminate a diverse range of software and Chromebook usage, often propelled by district mandates and curriculum alignment. Effective technology integration hinges on considerations such as simplicity, alignment with learning objectives, and student-friendly navigation. However, participants identify perceived barriers stemming from limited pedagogical knowledge, underscoring the urgency for more diverse instructional approaches. The study underscores technology's pivotal role in bolstering early literacy skills, aligning with educational standards, and preemptively addressing future challenges. By harmonizing qualitative and quantitative insights, this research contributes a nuanced comprehension of the intricate dynamics surrounding educational technology integration, offering implications for the refinement of pedagogical practices. [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.]