After completing the Technology Applications Inventory and the SETDA Teacher Survey, I noticed that I am more technologically aware than I give myself credit. However, since I’ve acquired most of my technology knowledge informally or self-taught, the areas that I am the least familiar with are the ones that have to do with hardware, and a lot of the technical lingo, such as knowing the difference between primary and secondary memory, manipulating files in different formats and modifying data. Other than taking a very basic course in college on Microsoft Office Excel, I’ve learned everything else on my own, through practice and on-the job learning. My strongest Domain is Foundations and my weakest is Communication. As an Intervention teacher I do not design and implement procedures to track trends, set timelines or evaluate products, since that is done at the district level. I do not get to create or design databases to communicate information because we use district ones. As far as my campus, I found that data is not being collected to determine if technology is impacting student achievement in core content areas, students’ 21^st century skills, technology literacy, or student engagement. Therefore we do not know if technology is positively affecting student achievement. Perhaps, because it is an elementary school, our campus teachers’ use of technology for instruction is pretty limited to streaming educational videos and having students use math or reading websites, such as Symphony Math and Ticket to Read for students to practice specific skills.