The National Educational Technology Standards for teachers (NETS-T) was adopted by New York State, and was critical to the development of students entering a global society. This study examines teachers' use of digital tools to promote student learning and reflection, promote digital citizenship, communicate and collaborate with parents and community, communicate and collaborate with peers and colleagues, promote global awareness, principal support for teacher technology efforts, and school support for teacher technology efforts. The study was based on a questionnaire submitted to secondary teachers in school districts in Nassau and Suffolk Counties, New York. Two hundred twenty nine responses to the survey were received. The study revealed teachers use digital tools to promote student learning and reflection often, promote digital citizenship often, use digital tools to communicate and collaborate with parents and community often, agree that principals support their technology efforts, use digital tools to communicate and collaborate with peers and colleagues sometimes, promote global awareness sometimes, and strongly agree their school supports their technology efforts. An ANOVA revealed no significant differences between math, science, social studies, and English teachers, in their use of technology to promote the NETS-T. There was also no significant difference in teaching using technology to promote NETS-T in middle schools or high schools. There were significant correlations between support from school and principal and the other variables. Teachers who reported their level of agreement in the dimension of school support and principal support tended to demonstrate use of technology to promote student learning, digital citizenship, collaborate with peers and colleagues using digital tools, promote global awareness, and collaborate with parents and community. Using regression, it was clear from the data collected in this study that principal support predicted on the integration of technology in instruction. Recommendations based upon the results of the survey were made to policy makers, teacher preparation programs, and school administrators. They include principal professional development in the area of the NETS-T, and including the NETS-T in teacher preparation programs, and for school administrators and teachers to work collaboratively to develop programs that allow for teachers to collaborate with colleagues in support of technology integration. Recommendations for further study include replicating this study with secondary teachers throughout the state of New York. A mixed methodology study is recommended to incorporate the benefits of qualitative data for a deeper understanding of teachers' descriptions of technology integration of the variables. Further review should be conducted across early childhood and elementary school teachers. [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/en-US/products/dissertations/individuals.shtml.]