While technology teachers and coaches have successfully integrated digital tools into their schools' curricula, many classroom teachers still struggle with that integration. Not enough is known about how technology teachers and coaches plan and implement instruction using digital tools, and this knowledge may be useful for classroom teachers. This basic qualitative study explored some digital tools such as interactive whiteboards (IWBs), desktop computers, iPad devices, and apps used in instruction for pedagogy and content. The Technology Pedagogy and Content Knowledge (TPACK) was the study's conceptual framework. The purpose of the study was to determine how using digital tools in instruction may enhance pedagogy and content for building learning experiences and facilitating learning styles. Nine participants were recruited via social media from Grades 3 through 8 technology teachers and coaches from the northeastern United States. Telephone interviews were used to collect data and the audio was digitally recorded and transcribed. Data were coded for categories, then themes and patterns using inductive analysis. The key results showed that digital tools enhanced learning styles such as visual, auditory, and kinesthetic. Participants disclosed that they relied on the internet for digital resources. Participants combined learners' background experiences and knowledge for lesson planning and digital tools choices of apps and learning platforms. The positive social change implications include the potential for improving classroom teachers' ability to incorporate digital tools into instruction to encourage class participation and 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.]