The purpose of this mixed methods research study was to examine the effectiveness of a professional development approach in increasing the knowledge and use of instructional technology in the classrooms of elementary teachers. The participants were comprised of 14 elementary teachers in a rural public education school district in the southeastern United States. The project utilized the theoretical framework of a professional learning community to provide an environment of ongoing support and training in education technology integration. The findings addressed areas of education technology integration needs and growth in regards to performance on the International Society for Technology in Education (ISTE) National Educational Technology Standards for Teachers (NETS-T). Levels of technology use were also measured using the Concerns Based Adoption Model (CBAM) Levels of Use (LoU) survey Open-ended question responses provided perception data in regards to the technology professional development series and the professional learning community. A chi-square analysis indicated statistically significant differences in each of the five NETS standards, as well as a total of all the standards following pre and post data collection and analysis. The pre and post CBAM-LoU chi-square analysis did not indicate a statistically significant result. However, reasons for this result may be due to the use of a single item survey, limited time to train and allow teachers to implement the new skills into their classrooms and among their peers, and a higher level of technology knowledge, skills, and use prior to the professional development series due to personal interests in the area of technology. Open-ended interview responses revealed common themes supporting advantages for the use of a professional learning community, an increased desire to implement technology, additional needs for increased education, time, and support in the area of technology education integration and a desire to continue the project in the future. The study confirms and the findings further support the notion that the technology professional development series and the professional learning community may be effective in increasing elementary teachers' technology integration in the classroom. The integration of technology as a teaching and learning tool in the classroom may transform the way teachers meet the needs of 21st century learners and prepare them to embrace a technology driven society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]