Students are immersed in a mathematically intensive, technological world. They engage daily with iPods, HDTVs, and smartphones--technological devices that rely on sophisticated but accessible mathematical ideas. In this article, the authors provide an overview of four lab-type activities that have been used successfully in high school mathematics classes to help motivate students to develop an interest in mathematics where their experiences intersect with the school curriculum. Each activity begins with students working manually with small regions of an image, then using specially designed applets that apply the same technique and reasoning to entire digital images. After implementing these four activities in two first-year algebra classes as part of the regular instructional program, the authors analyzed pre-and post-unit surveys designed to measure students' interest in mathematics, feelings of self-efficacy for mathematics, and mathematical beliefs. The data showed significant gains in students' personal connection with mathematics, their beliefs about potential careers that require mathematics, and their enjoyment of mathematics. [A bibliography is provided.]