This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced teaching, and provide opportunities for faculty to serve as future workshop facilitators and mentors for other faculty and students. Using a design-based research approach, data sources included workshop evaluation surveys, photographs of workshops in progress, researcher field notes, and narrative case reports constructed by faculty members actively involved in the collaborative research. Findings indicated that the "Digital Pedagogies Collaboration" was effective because it was: 1) based on faculty members' expressed instructional needs, 2) used a TPACK-based professional learning workshop model that translated TPACK principles into practical classroom application, and 3) uniquely included a research collaboration that provided self-study reflection on participants' changing teaching practices.