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In this article we share how a district-level technology integration specialist used literature on implementing student response systems (SRS) for formative assessment, based on Desimone's (2009) core features of professional development design, Guskey's Levels of Professional Development Evaluation (1998, 2000, 2002), and Danielson's Observation Cycle (2007), to support 12 middle school teachers in using SRS in their classrooms. The work reported here provides an example of incorporating literature-based best practices to support teachers in effectively using technology in the classroom. The findings of this study indicate that the teachers learned to use the SRS technology and associated strategies to collect formative data and appropriately adjust instruction to meet learners' needs. This work has implications for SRS in K-12 classrooms, technology integration professional development, and for preservice teacher education.

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The purpose of this chapter is to present a simulated case study for class discussion about supporting teachers with technology integration. The study frames the authors' definition of educational technology by focusing on research-based technology training and follow-up observation cycles for facilitating teachers' application of technology into instruction. Readers should consider the importance of utilizing professional development to support teachers via technology training geared toward integration of specific digital tools and instructional strategies. The instructional design of the study includes a focus on adult learning assumptions (Knowles et al., 1998) and elements found in the professional development literature: (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation (Desimone, 2009). Additionally, the use of observation cycles (Danielson, 2007) in this case study emphasizes collaborative planning and feedback opportunities for helping teachers integrate technology, as well as promotes further analysis of the case.