Instructional technology in the secondary education classroom changed the way that students learn in the classroom and how teachers deliever instruction. The phenomenological study on debunked the myths of perceived barriers by teachers in the secondary education classroom. The myths regarding instructional technology were the reluctance of change, technology as independent of pedagogy and content, technology as invasive in the classroom. The research questions that guided this study focused on the first-order barriers, capability and context beliefs of teachers as well as the how the instructional technology impacted instruction and pedagogy in the secondary classroom. A semi-structured interview protocol was developed based on research literature and secondary education teachers participated in one-to-one interviews. The emergent themes. patterns, and discrepancies from participants interview data provided insight into their lived experiences regarding the use of instructional technology in the secondary education classroom. The use of instructional technology in a secondary classroom was a result of both internal and external factors; technology was not considered invasive, teachers showed an openness to change in their instructional practices as well as shifted their pedagogical practices to meet the needs of the 21st-century student. [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.]