Traditionally, professional development for technology integration has been insufficient or ineffective for supporting changes in classroom practice. This study examined the professional development experiences of secondary school teachers in South Dakota related to educational technology in order to determine core content area teachers' perceived readiness for technology integration, the amount of professional development received by teachers in the past year, the characteristics of that professional development, and the actual implementation levels of technology integration practices. A researcher-developed survey instrument was used to collect data from South Dakota teachers of grades 9-12 whose main assignment was English/language arts, mathematics, science, or social science. Items on the survey included five-point Likert scale measures to establish levels of readiness for integrating technology and implementation levels of technology integrated instruction, as well as open-ended questions to gather more details about the readiness and implementation levels measured. Readiness level was shown to have a significantly positive correlation with implementation. Subtopics of efficacy, access, frequency of use, online tool usage, and student participation in 21st century learning each showed a significant correlation with both readiness and implementation. ANOVAs determined significant differences for respondents who categorized themselves as innovators. They had a significantly higher online use score, specifically with the tools of blogs, wikis, podcasts, social networks, and social bookmarks. Open-ended responses were categorized into barriers and strategies to overcome those barriers. The most frequently stated barrier was insufficient technology followed by limited access to technology or technological tools (i.e. the Internet). The most frequent strategy for overcoming barriers, most notably in the responses of those in one-to-one computer environments, was overcoming the scarcity of resources. In general, use of online tools was still below average and overall, perceptions of readiness and implementation levels remained in the neither agree nor disagree range regardless of the type or amount of professional development experienced. A greater amount of professional development did increase both the readiness and implementation levels of respondents. In addition, professional development models that included instructor-organized sessions and individualized learning had a positive and significant relationship with readiness and implementation levels. [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.]