Technology integration continues to be an important educational topic. This importance is evidenced by the inclusion of digital technology in the Common Core State Standards, the continuing research on achievement gaps that exist for online reading ability based on income inequality (Leu, Forzani, Rhoads, Maykel, Kennedy, & Timbrell, 2014), the way that digital technology is increasingly a part of the way that children learn to read and write, and the way that digital technology is part of the literacy practices the children see modeled in their homes (Beschorner & Hutchison, 2013). The integration of digital technology is especially relevant and important for literacy instruction because literacy teachers are responsible for teaching the dominant modes and genres for reading and writing, which now includes reading and writing in digital environments (Hutchison & Reinking, 2011). Yet, integrating digital technology into literacy instruction continues to be difficult for many teachers due to a variety of constraints such as lack of understanding about how to teach both traditional and digital literacy skills (Hutchison & Reinking, 2010).