Mainstream technology is not only playing an increasingly dominant role in society but also throughout educational practices. The purpose of this research project was to analyze current trends in technology use among teachers in an elementary school. By analyzing technology use across grade levels, speech-language pathologists may more effectively consult teachers and more successfully provide collaboratively planned speech-language services inside and outside the classroom. Thirty-two elementary school teachers from a public suburban school district in central New Jersey ranging in age from 20 to 55+ participated. The study used a survey in order to explore how participants utilized technologies within their classroom practices as well as how they evaluated the effectiveness of their technology use. Results of the survey revealed teachers utilized various technologies within their classroom practices, especially during literacy related activities. Technologies are used most frequently to personalize learning experiences and as reinforcement and motivation, and participants strongly agree they notice a difference in teaching outcomes/carryover by using technology. Furthermore, after implementation of technology, more than half of participants evaluated the effectiveness. Effectiveness measures included, observation, student feedback, appropriate content, ease of use, student engagement/motivation and/or previewing the apps. Participants ranked recommendations from colleagues as the most used procedure to find apps, followed by searching the app store, and utilizing online resources. Results of this study suggest teachers have already begun integrating technology into the classroom. Because general education teachers are primarily responsible for student curriculum and instruction, it is essential that speech-language pathologists and teachers work together in order to support an ongoing vision for educational technology practices.