Jl. of Technology and Teacher Education (2013) 21(2), 203-223 Learning To Integrate New Technologies Into Teaching And Learning Through A Design-Based Model Of Professional Development SUSAN O'HARA Stanford University, USA sohara@stanford.edu ROBERT PRITCHARD California State University, Sacramento, USA pritchard@csus.edu CAMMY HUANG Stanford University, USA cammy.huang@gmail.com SHANNON PELLA University of California, Davis, USA smpella@ucdavis.edu As practical knowledge of multimedia and technologi- cal resources expands notions of contemporary literacy, the need to prepare teachers to use new classroom technologies grows proportionately (Pritchard & O’Hara, 2011; O’Hara & Pritchard, 2008a; O’Hara & Pritchard, 2009). In order to prepare teachers to use such technologies in the promotion of pedagogical development, properly structured training mod- els are critical. The “Teaching Using Technology Studio” was designed as a professional-development program for sixteen upper-elementary teachers in California. This study of that program addressed the following question: What is the impact of a professional-development model that focuses on teachers’ knowledge and behaviors regarding the integra- tion of technology into teaching and learning? The impact