This qualitative study investigates the role of technology in K-12 education by exploring the perspectives of three key stakeholder groups: middle school computer science/math teachers, principals, and district-level Information technology administrators including school administrators and IT directors. The research aims to analyze how these stakeholders perceive the alignment of Educational Technology (Edtech) with their goals and needs and identify challenges in technology integration. The study focuses on understanding teachers’ experiences implementing educational technology in classrooms, monitoring student performance, and aligning with school goals. It examines principals’ roles in ensuring curriculum adherence and leveraging technology strategically. For administrators, the research looks at their responsibilities in guiding resource allocation and enhancing the overall educational landscape. Key areas of inquiry include stakeholders’ current technology usage, experiences with Edtech in classrooms, challenges faced during implementation, development of 21st-century skills, preferred student learning activities, frustrations encountered, need for support, technology infrastructure accessibility, institutional dynamics like student-teacher ratios, 1–1 device initiatives, and device usage policies. Moreover, the study explores stakeholders’ perceptions of school-university-community partnerships in the broader educational context. The qualitative analysis employs thematic analysis using an inductive, ground-up approach. Data is collected through semi-structured interviews with 9 participants - 3 from each stakeholder group (Math/CS teachers, Principals and IT Administrators) The overarching goal is to gain comprehensive insights into the gaps between the current state and the desired state of educational technology integration, based on stakeholder perspectives across classrooms and the overall school environment.