This study served two primary purposes: (a) to explore students' perceptions regarding the utilization of technology in their classroom-based instruction, and (b) to provide an overview of the current use of technology in classrooms that encompasses all high school students. The significance of the study was to contribute to the body of research surrounding the effects technology has on motivation and bridging the gap between passive and active learning among high school students. Teachers were surveyed to explain the academic achievement levels occurring after using technology consistently in the classroom. A comprehensive overview of survey results investigating teachers' perspectives on technology implementation in educational settings is presented. The methodology employed was a qualitative survey research study. The findings revealed a prevalent and varied integration of technology in high school classrooms, with most teachers reporting frequent use for communication, problem-solving, and real-world applications aligned with 21st Century Skills. The implications of this study contributed valuable insights into the nuanced landscape of technology integration in high school classrooms, informing educators, researchers, and policymakers in optimizing the use of technology for enhanced student engagement and achievement. [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.]