Educational Technology (EdTech) has evolved. The technological advancements over the years provide new avenues for students to process content and expand critical thinking (Lakhana, 2014). Due to the COVID-19 pandemic, integrating technology has become an essential element of every teacher's instruction. The purpose of this study is to explore the perceptions of experienced teachers regarding the integration and impact of technology on student learning. The goal of this study is to discover ways to improve the experience of educational technology within the classroom and to support educators who are implementing educational technology. I sought to explore the perspectives of educators with more than fifteen years of experience due to their depth and breadth of knowledge, skills, and strategies in teaching. With their experiences involving access and implementation of educational technology, the intention is to focus on shedding light on how to support teachers' use of technology to increase student visible learning. Participant data was guided by Davis' Technology Acceptance Model and Magana's Theory of Disruptive Classroom Technology and T3 Framework to examine how teachers used technology and what influenced them to integrate EdTech into their classrooms. This study has implications that will support teacher integration of technology to improve the classroom experience and student learning. Teachers are willing and able to integrate technology into their classrooms if they have a supportive environment that includes a clear plan, professional development, and a support system. [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.]