There is a gap in student learning that can be addressed by increased and more efficient use of technology of many forms in education. Benefits are plenty, but barriers to implementation sometimes thwart efforts of schools attempting to include more technology in instructional settings. Using theoretical frameworks of diffusion theory, constructivism, and Moore's Theory of Transactional Distance, underlain by cognitive learning constructs, this study examines the benefits and barriers to technology in education. It uses quantitative methodology with research tools of questionnaires and interviews of teachers involved in technological instruction. A quantitative research approach was selected as the most appropriate method over the qualitative research approach given that perspectives can be expressed in numerical form, where qualitative data would not be numerical and could not be effectively used for statistics. The main findings that emerged from data analysis were that (a) some teachers resist technology adoption because of their skepticism of technology, particular insofar as they believe technology to exacerbate students' behavioral problems and reduce the pace of their cognitive development; and (b) the limitation of resources continues to be a problem. One recommendation that follows directly from the study's limitations is that future researchers ought to utilize face-to-face interview formats, as well as focus groups, to collect richer qualitative data. Lastly, a final recommendation for future research is to conduct both quantitative and qualitative analysis of teachers' attitudes to technology adoption. For example, it is possible that the theme of behavioral problems identified in the qualitative findings of the study (see Table 2 in Chapter 4) represents the existence of techno-skeptical teachers.