The purpose of this qualitative multi case study was to understand the relationships elementary teachers have with the technology they use as part of their literacy instruction as well as explore the combination of social and historical factors that may have contributed to a teachers' integration of technology in their literacy instruction. Using a Cultural Historical Activity Theory (CHAT) lens, data was collected in a 1:1 device district from two third grade teachers and from those who supported these teachers in using technology: the principal, media specialist, and instructional technology specialist (ITS). Findings indicated that there are contradictions hindering teachers from integrating technology within their literacy instruction. These findings have implications for elementary teachers, administrators, pre-service teacher educators, and for literacy researchers.