School leaders are continually searching for innovative and effective methods to address disruptive behaviors. Most research on educational technology focuses on academic subjects such as math and reading, as opposed to behavior. ClassDojo provides a structured format for monitoring and reporting students' behavior, and ClassDojo also allows teachers to share information from school to home regarding a students' behavior. Despite these benefits and widespread use, there is limited research related to the overall effectiveness of ClassDojo. This interpretive phenomenological study investigated the perceptions of regular education elementary school teachers regarding the use of ClassDojo as a behavior management tool. [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.]