The purpose of this action research study was to compare the effects of technology-enhanced algebra instruction and traditional algebra instruction in terms of student academic achievement, student motivation, and student attitude towards algebra. In doing this comparison, I also hoped to gain an understanding of how technology was being used by teachers and students in algebra instruction. In my study, I concentrated on comparing two methods of instruction-- technologyenhanced algebra instruction and traditional algebra instruction-- in three areas: student achievement, student motivation, and student attitude. The study included four teachers and 92 ninth-grade students in five algebra classes. Students in technology-enhanced classes had higher achievement scores, were more motivated, and had a more positive attitude than those in traditional algebra classrooms. Based on these results, I reached conclusions which were presented to stakeholders at my school, and I recommended that schools should increase the use of technology and the amount of technology integration into secondary algebra classrooms.