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Abstract
In this action research case study, technology integration practices implemented by teachers at Georgia State Middle School, an urban middle school in the Southeastern United States with a 1:1 device initiative were studied. The following research questions guided this study: 1. To what extent does job-embedded, technology integration professional development impact technology integration practices?2. How does teacher technological knowledge influence technology integration practices? 3. What factors determine the level of implementation of technology integration instructional practices? This study involved an Action Research team comprised of 3 middle school science teachers, a media specialist, instructional technology coach, and assistant principal. The Technology Integration Matrix (TIM) was used to determine impacts of 21st Century Learning Design professional development program on teachers technology integration practices. Findings included the following: the 21st Century Learning Design professional development program has a positive impact on technology integration practices, increases in TPACK correlate to increases in TIM ratings, OneNote Class Notebook is viable instructional software option for middle school science classes, engaging in professional development with a PLC team is beneficial, the instructional content, students prior knowledge, and the lesson structure impact the level of technology integration.