This yearlong, multi-case qualitative study examined the experiences of four secondary teachers who taught in a school where each student had an iPad tablet computer (1:1 iPad). The teachers taught four different subjects (i.e., English Language Arts (ELA), Social Studies, Spanish, and Chemistry). They ranged from 8 to 30 years of teaching experience. Using classroom observation, interview, and survey data, the purpose of this study was to (a) understand how teaching in 1:1 iPad classrooms changed, in any ways, how these secondary teachers thought about or enacted their teaching and (b) to identify the funds of knowledge upon which they drew when they planned and taught in their 1:1 iPad classrooms. Looking across these four cases provided multiple examples of the ways in which these different content area teachers enacted change and the funds of knowledge they used to plan and teach. Cross-case analysis suggested that teachers enacted three types of change where technology integration was concerned. Cross-case analyses results indicate that these teachers enacted three different types of change, namely "Adding On," "Combining," or "Remaking". Additionally, teachers drew from a range of knowledge funds to justify their pedagogical moves and the changes they enacted. These funds of knowledge are presented in the Teacher Integrated Knowledge (TIK) framework. Most surprisingly, it was teachers' Knowledge of Educational Ends (KEE) that seemed most influential as a driver of technology integration choices. What teachers knew and held to be true about the educational ends of schooling seemed to shape the types of knowledge they used as well as their technology integration practices. [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.]