Prompted by calls for research on technology-focused professional development, this article investigates how learning communities influence secondary English teachers' use of digital tools. Findings from this year-long study in the United States indicate that the ways in which technology is integrated within the English curriculum are still very much dependent upon teachers' beliefs, values, and skills. This has particular implications in Australia, where the federal government is investing billions in educational technology in schools in line with broader education reforms, including the Australian Curriculum. This study suggests that technology integration can be supported by professional development that features: sustained dialogue around teachers' curricular goals and students' learning outcomes; hands-on learning with digital tools; the ongoing analysis of student work; and a view of knowledge as a social construction. (Contains 2 figures.)