Previous research conducted on the use of handheld computers in K-12 education has focused on how handheld computer use affects student motivation, engagement, and productivity. These four case studies sought to identify effective teacher practices in the integration of handhelds into the curriculum and the factors that affect those practices. The case studies focused on effective teacher practices in the integration of handheld computers in English Language Arts instruction in grades 4 and 5, as well as how the background, attitudes, beliefs, and identities of each teacher affected their practice. The case studies also provided insight into other factors such as technical support needed to support the integration of new technologies into instructional programs. Utilizing a case study approach this study examined the integration of handheld computers in English Language Arts instruction in grades 4-5 by studying four teachers who used handhelds for at least three years (2006-2009). The studies sought to identify effective practices for the integration of handheld computer use that support achievement of ISTE's National Educational Technology Standards (NETS) for teaching and the California English Language Arts (ELA) content standards for learning. How teachers used handhelds and addressed the NETS and ELA content standards were identified through interviews, observations, and artifacts. A review of teacher strategies, practices, applications, and activities indicate that handhelds can be used effectively to address the NETS and ELA standards. Teachers described a variety of English Language Arts activities including writing, reading, and vocabulary development activities in alignment with the standards. Teachers indicated strong beliefs in the potential of technology to support student learning and the need to prepare students for the 21st Century workplace. Teachers also described technical support, professional development, and collaboration with other teachers as essential to their integration of handhelds. The conclusions reached by this study suggest that handheld computing devices can be effective tools for engaging students and addressing curricular and technology standards. The findings of this study also suggest educational agencies would be well served by providing a forum for teachers to collaborate as they seek to integrate mobile computing devices into their practices. [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.]