When used in a multi-tiered academic approach, education technology has the capacity to differentiate and intensify mathematics and literacy instruction for students with or at risk for disabilities. For instance, technology-based gaming interventions can be used to provide individualized instruction and practice and facilitate generalization of concepts taught in whole or small group instruction. Data gathered from these individualized interventions can be summarized for teachers and used to inform whole and small group instruction. By integrating supplementary technology interventions with teacher-delivered instruction, technology use in the classroom becomes more meaningful for teachers and students. This manuscript will describe the challenges teachers face in adopting and implementing education technology and provide solutions that illustrate how technology can be used effectively in the classroom to support student literacy and mathematics outcomes.