This applied dissertation was designed to determine the impact of a technology integration professional development on high school teachers' technology integration and students' use of computers in core content areas. The District invested in technology for all classrooms, as well as 1:1 technology for all secondary students with an expectation that the technology would be used to create student-centered learning environments. The District provided a technology integration professional development to support teachers in integrating technology into teaching and learning. Data was collected during observations conducted in the classrooms of core content area teachers who attended a three-day technology integration academy (TIA) during the summer of 2012 and in classrooms of core content area teachers who did not attend the technology integration academy (non-TIA). Mishra and Koehler's (2008) Technological Pedagogical Content Knowledge (TPACK) model provided a framework for interpreting the findings related to technology integration in classrooms of teachers who attended the technology integration academy. Data collected on student-centered activities and technology use in TIA and non-TIA classrooms was compared to determine the level of student use of technology. Data analysis indicated that technology integration professional development had little impact on teachers' integration of technology into instruction. Additionally, the data showed that there was no significant difference in student use of technology in the classrooms of teachers who attended the professional development and the classrooms of teachers who did not. [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.]