As the use of technology continues to evolve in our society and transform the workforce, it is important for K-12 teachers to play an active role in renovating curriculums that meet the needs of 21st century learners. The integration of instructional technology in K-12 education is not about providing teachers with more technology. It is about collaborating with teachers in finding solutions that improve the delivery of content and classroom experience for both teachers and students. The purpose of this study is to evaluate where teachers are in their integrating instructional technology journey as it relates to limiting distractions, classroom and curriculum enhancements, elevating academic instruction, and engaging students in collaborative learning. A mixed-methods study was used that included quantitative and qualitative data for the triangulation of the study results. A correlational research design was used for the quantitative approach and was chosen to examine the relationships between variables and to describe the current state. The phenomenological research design was used for the qualitative approach and was chosen because the study was focused on the relationship of a particular phenomenon to the participants' experience integrating instructional technology in their best pedagogies and classroom practices. This approach used a snowball sample via social media, with 47 K-12 teachers. The methodological data collection was conducted using a three-point Likert scale, four-point Likert scale, four open-ended questions, and twelve interview questions to understand the current level of instructional technology integration in K-12 education. While the statistical findings did not reflect strong correlations, the non-statistical findings provided an insightful understanding of how K-12 teachers, individually and collectively, are utilizing instructional technology in curriculums and best 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.]