Abstract
We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.
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