This study explored the relationship between technology use, tasks, and questions posed during mathematics lessons in three elementary school classrooms. Teachers were observed between 21 to 30 times per classroom during the year. Data was recorded about the types of technologies, mathematical tasks, and questions observed. Chi-square tests for independence released statistically significant relationships between several technologies and the types of mathematical tasks and questions enacted. Specifically, interactive whiteboards and internet-based activities were primarily associated with high-level tasks and questions, while iPad activities were used to implement low-level tasks and questions. Implications from this study include the need for further studies on teachers' use of technology while simultaneously addressing the enactment of high-level mathematical tasks and questions.