Teachers in K-12 schools are constantly being challenged to find new and engaging ways to teach students and help them gain the proficiencies needed to be successful in school and the world around them. During the 2010-2011 school year six teachers in a rural Midwestern school district were asked to implement a new six week digital story creation activity that included research, writing, artistic expression, technology and student collaboration activities. A support system was developed to provide the teachers with just-in-time access to resources, information, and personal support as they implemented the activity. The purpose of this study was to explore the following questions: 1) How effective did the teachers believe the available supports were in overcoming barriers to technology integration? 2) How did the teachers use the available supports as they prepared for and implemented the DSC Activity? and 3) How did participation in the supported professional learning activity impact these teachers? For this exploratory examination a participant observer case study approach was used. Data analysis revealed that a combination of online and face-to-face support elements was successful in providing the teachers with the support they needed to implement the digital story creation activity. Analysis also shows a positive change in the participating teachers' comfort level with and willingness to include technology in their classrooms as well as activities that address students' multiliteracy skills. The utilization of an online support system was effective in meeting the professional development needs of the teachers in the study. [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.]