The field of deaf education lacks rigorous research that supports any singular instructional practice (Luckner, Sebold, Cooney, Young III, & Muir 2005/2006; Easterbrooks & Stephenson, 2012). However studies indicate that technology, frequently used during instruction with students who are deaf or hard of hearing (Easterbrooks, Stephenson, & Mertens, 2006; Kaplan, Mahshie, Moseley, Singer, & Winston, 1993), is motivating for students (Alessi & Trollip, 2001; Cannon, Fredrick, & Easterbrooks, 2010; Cannon, Easterbrooks, Gagné, & Beal-Alvarez, 2011; Nikolaraizi & Vekiri, 2012), and that it can facilitate student learning (Beal-Alvarez & Easterbrooks, 2013; Cannon et al., 2010; Cannon et al., 2011). In a review of research-based studies, the authors found that most instruction in classes of deaf and hard of hearing students included use of multiple facets of technology (Beal-Alvarez & Cannon, 2014). This may be advantageous because technology allows a combined visual and verbal presentation of information, and this may strengthen students' processing and retention (Paivio, 1991, 2006; Sadoski & Paivio, 2004). They categorized these facets of technology as text, pictures, animation, and sign language (Beal-Alvarez & Cannon, 2014). This article provides a look at how technology incorporates each of these within the classroom.