Using a survey-based approach, this quantitative study collected data from high schools in rural Manitoba to examine the relationship between teacher use of technology and pedagogy, based on developed criteria. The results helped to establish correlations between technology availability and frequency of use for teachers, and to provide insight into aspects that affect teacher pedagogy afforded by the availability of technology in rural Manitoba high schools. The study's primary research focus was to determine where there were correlations between teacher personal information and communications technology (ICT) use, teacher professional ICT use, and student ICT for instruction in rural Manitoba high schools and examined a number of factors that may influence teacher ICT use. The target population for this study was high school teachers in rural Manitoba high schools or Manitoba rural schools that contained high school grades. An online survey instrument with mostly Likert-scale type questions, numeric responses, and some open-ended questions was used to obtain information from teachers in the study. The results of this study show that technology availability was adequate, able to accommodate a classroom of students when needed. Generally there was not a change in teacher practice with regard to technology use. Also of note was that of the participants in this study, 31% reported five years of teaching experience or less, and 12% reported a year or less of experience (in other words, new graduates). Intuitively, it might be expected that there would be a correlation between general technology use in the classroom and years of experience of the teacher, but the results of this study showed no correlation.