As technology advances, it can be difficult to keep up and adapt to the advancements in both our personal and professional lives. Teachers have an especially important role to play in technological advancements, as incorporating technology in the classroom can be both a learning tool for students and a teaching tool for the instructor. Kids seem to be adapting to the rapid advancements in technology better than many adults, and they actually embrace it. For this reason, incorporating technology in the classroom is a great way to increase a child’s interest in learning. The current role of technology in our nation’s classrooms usually depends on the teacher. Although the technology is readily available, teachers may not be successfully integrating technology into classroom practices. Every school district seems to be allocating resources to improve their existing technology. Even though schools and universities are investing in technologies such as the iPad tablet, educators are struggling to keep pace with the speed of technological development and demand (Pilgrim, Bledsoe, & Reily, 2012). Many students have access to technologies at home or at school, especially in the form of mobile technology. Educators can utilize this technology so that academic learning translates to real-world applications. Students can keep an agenda on their phones or iPods, read books on their smart phones, and utilize mobile recourses such as a dictionary, calculator, or camera (Pilgrim, Bledsoe, & Reily 2012). Students can also use phones or other technology to take pictures of the classroom agenda or the teacher’s notes on the board (Pilgrim, Bledsoe, & Reily 2012). Students are more likely to stay engaged and on task when utilizing technology tools. There are numerous ways that teachers can use technology in the classroom and many are already doing it. Some districts use interactive Smart Boards in place of traditional chalk or white boards in their classroom (Erişti, Kurt, & Dindar, 2012). These flat screen monitors are networked with the teacher’s classroom computer and the school’s internet connection (Erişti, Kurt, & Dindar, 2012). Interactive lessons in math, spelling, science and other subjects can be put on screen for students to participate in. The boards use touch screen technology and in some cases, kids are given handheld remote “clickers” that act as controllers for answering questions presented on screen (Erişti, Kurt, & Dindar, 2012). Integrating technology into the classroom offers the chance to increase student interest and teach valuable professional skills. When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast (Boles, 2011). The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons (Boles, 2011). Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. In these instances, the teacher's role changes as well. The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity (Boles, 2011). As students work on their technology-supported products, the teacher rotates through the room, looking over shoulders, asking about the reasons for various design choices, and suggesting resources that might be used (Boles, 2011). Technology offers educators a way to engage students in learning