The purpose of this study was to examine three e-learning technologies based on a pedagogical framework for virtual learning environments, and to explore how these technologies could be used to facilitate extended professional learning opportunities whereby K-12 educators could communicate, collaborate, and reflect on their practice. This qualitative research was conducted in two parts using content analysis for multiple case studies. In the first part, I conducted a content analysis of three e-learning technologies against Britain and Liber's (1999, 2004) Pedagogical Framework for Virtual Learning Environments based on Laurillard's (1993, 2002, 2009) Conversational Framework and Beer's (1981) Viable System Model. The three types of e-learning technologies evaluated were a multiuser virtual environment, web-conferencing software, and learning management system. In the second part, I used content analysis to examine how the organizational structures and processes unique to each technology could be used to actuate the framework and facilitate professional learning for K-12 educators in three different virtual learning environments (n = 30). The cases chosen for analysis highlight the integrative nature of the technologies and how professional learning strategies can be employed by the instructor to create pedagogically sound professional learning opportunities that include communication, collaboration, and reflection. Data were collected in the form of transcripts, screencasts, digital artifacts, observations, and participant feedback. Narrative descriptions of each case provide a detailed account of the learning environment and the methodology used to create a professional learning opportunity. The data analysis followed the procedures outlined by Leedy and Ormrod (2005) and Gayton and McEwen (2010), and was conducted on two levels, within cases and across cases. The research findings revealed that the tools within each case enabled the instructor to create a customized professional learning opportunity, in which teacher-participants (TPs) communicated, collaborated, and reflected. The outcome is a three-dimensional planning model for the identification of tools and the coordination of activities in a virtual learning environment. Further studies should be conducted to determine how the planning model could be (a) applied to other virtual learning environments, and (b) used to facilitate long-term professional learning opportunities. [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.]