Teacher professional development (TPD) can benefit teachers in classrooms. This study contributes to an understanding of TPD processes where there is sufficient technology integration through teacher participation in a school-based community. It assesses the effectiveness of TPD and its potential problems. Qualitative research methods are used to collect data during the instructional practice process and interactions among participants. The origins and outcomes of TPD-induced changes in technology integration are examined. Changes to teacher technology integration resulting from instructional observations, teacher self-reflection with little stress researcher coordination, and the principal's support for innovative teaching. However, anxiety existed due to classroom observations. Moreover, teachers were not willing to provide comments to other teachers in ideas and practices of integrated teaching. The conclusions of this study can be a basis for future studies of TPD for technology integration and facilitate continuous development of teachers' teaching ability. Additionally, arranging an adequate coordinator for a TPD professional learning community is recommended.