The purpose of this Dissertation in Practice was to analyze the organizational factors affecting technology integration within the context of literacy instruction at a single school site that was preparing to implement a 1:1 mobile device initiative in all K-5 classrooms the following academic year. This was achieved through conducting an organizational analysis using a multi-frame model developed by Bolman and Deal (2008). This study used a convergent parallel mixed methods research design consisting of teacher and administrator interviews, a quantitative and qualitative survey, and classroom observational data. One main evaluation question was designed to frame this organizational analysis: What organizational factors support and impede technology integration within the context of literacy instruction? To answer the main evaluation question, the evaluator collected data to answer six evaluation sub-questions. The evaluation sub-questions were developed to ensure that data was being collected among Bolman and Deal's (2008) four frames. In the context of integrating technology into literacy instruction, the data collected in this study suggest that the organizational strategies and issues within the human resource frame are impacting, and are impacted by, the organization's political, structural, and symbolic practices. The teachers' lack of opportunities to develop the requisite knowledge, experience, and skills needed to integrate technology into literacy instruction seem to have impacted the teachers' level of technology integration as well as their levels of concern. Data from this organizational analysis indicated that the lack of time was a major obstacle in learning how to integrate mobile devices into literacy instruction. The school's current team-based organizational model, while supporting other aspects of their education practices, may create structural and political barriers to effectively implement the 1:1 mobile device initiative. Observations and interviews suggested that the school values technology to support basic literacy skills, but not the transformative role of technology on literacy in today's society. Using all four frames of the Bolman and Deal's (2008) model allows an organization to look beyond one frame, such as developing human resources through professional development, when working towards implementing a school-wide initiative effectively. Although tailored professional development is necessary for teachers to learn how to integrate technology into literacy instruction, the professional development will not be effective without greater stability in the instructional staff, and focused political and structural solutions that will support the instructional staff's professional learning and implementation.