This multiple case study explored how elementary school teachers use technology, especially for generative science learning, and why they use it the way they do. Data were collected through qualitative methods (interviews and observations) from seven elementary school teachers. The results showed that the participant teachers used technology mainly to support their students' representation and research practices in science. The analysis also showed that the teachers who were more oriented to generative learning were more open to using technology as a tool for student research, collaboration, and argument, even if they had limitations in technology access and support. The results indicated a need for professional development programs for elementary school teachers that help them shift their orientation toward generative learning. The professional development efforts should also model how to use various technologies to support students' knowledge generation in science.