For approximately 20 years, the presence of technology, in the form of computer laptops and tablet devices, has increased as school districts adopted a one-to-one initiative. This phenomenological, qualitative study examined the effect modern technology has had on the pedagogy and lesson planning of teachers. The investigation was concerned with how computers and tablets have made lessons more creative and pedagogy more innovative, even in areas of teaching that are not technological in nature. The Technology Implementation Questionnaire-TIQ Version II (Wozney, et al., 2006) from the Center for the Study of Learning and Performance was used to collect demographic information and also data on the use of computers by educators (Wozney et al., 2006). Participants who completed the survey were involved in a 10-question interview to collect more specific data on how technology has influenced their pedagogy and lesson planning. From the analysis of this data it was concluded that technology has caused teachers to become more creative in their lesson planning. This is in part because of the number of resources that are available for the teachers to use in planning and implement the lesson. Another important aspect of this study that supported past studies involved the training of teachers on the use of technology in the classroom; educators who participated in the interview all agreed that it was very important to have focused and continual training on the use of technology in the classroom. Finally, there is room for further research focused on the impact of technology with elementary and high school teachers as well as a long-term, longitudinal study that would include student data. [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.]