This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research. It differs from other studies of teacher technology integration practices because it simultaneously involved and provided direct benefits to teachers and researchers. The study used thematic analysis to provide a macro-level view of the technology integration practices of more than 350 teachers within 16 districts. Specifically, it reveals the content and objectives, audience, classroom implementation strategies, hardware and software use, and outcomes associated with technology integration. This article discusses implications for this and similar initiatives, research, and professional development. (Contains 2 tables and 4 figures.)