Technology in the classroom helps today's student to be competitive in school and the business world, but there has been a lack of research directly connecting technology use in the classroom with thinking skills. The purpose of this qualitative case study was to examine the impact of technology on student engagement and class performance. The study also focused on the teachers' need for professional development in strategies of merging technology and students' thinking skills. The research questions focused on understanding (a) how technology could be combined with lower- and higher-order thinking skills in the classroom and (b) what professional development was needed for teachers to combine technology and thinking skills into any curriculum. The theoretical foundation for this study was the cognitive flexibility theory, which combines 2 distinct learning processes together to, change an individual's perceptions. This study was conducted using convenience sampling at 3 secondary schools located in north Texas and included observations of 21 educators' classes using a LoTi walkthrough profile, followed by interviews. Both classroom observation notes and interview data were coded for themes of technology use, the effects of technology use, and professional development. A LoTi walkthrough was used to analyze field observations. Key results indicated heightened student engagement in the classroom when technology was present in addition to the need for relevant professional development for teachers. Implications of social change include guiding educators across the nation to acknowledge the imminent use of technology in the classroom, and investing time and proper technological skills into the education of today's students. [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.]