The study findings suggest that the IREX professional development program had a profound impact on participating teachers' knowledge and technology agenda. Analysis of teacher projects showed that teachers demonstrated greater knowledge and skills of computers, mobile devices, and the Internet at the end of the professional development than before the program. Blog reflections, post-program surveys, video interviews, and Facebook communications during the year following the IREX program documented numerous attempts by these teachers to integrate their IREX experience into their curriculum and foster an environment of technology-rich, student-centered learning. The IREX professional development program has been effective. It not only improved teachers' technology skills and practices to support technology and learning, but also helped reshape participating teachers' views and perceptions about technology and technology pedagogy. Furthermore, the program successfully introduced and engaged teachers in using mobile devices (e.g. iPad, laptop) and social media (e.g. blogs, Twitter, Facebook) to build a virtual learning community to share knowledge, experiences and best practices related to technology concepts. integration in education. Developing effective teacher communities requires great effort and takes a long time (Grossman, Wineburg & Woolworth, 2001; Stein, Smith & Silver, 1999). We are happy to see that this learning community extends well beyond teachers' actual participation in the program and is still actively maintained and voluntarily supported by the teacher a year later. We believe this, to some extent, reflects the quality and impact of the IREX program. All IREX teachers came from developing… half of the document… communications and collaborations. Ownership of teaching and learning was shared by teachers and facilitators. During the 6-week residency program, teachers had many opportunities to actively engage in thoughtful discourse, support and challenge each other, examine and compare different perspectives, and ultimately process and internalize their own learning.3). Deeply integrated professional learning. The IREX program at BGSU used a Deeply Embedded Professional Development (DEPD) model as a means to “replace one-shot, one-way programs with long-term, collegial work” (Fischer, Hamer, Zimmerman, Samel, Long & McArthur, 2004 , p.204). Unlike common application-based technology workshops, the IREX program supported teachers by providing intensive, continuous, collaborative, and sustained training with effective modeling, mentorship, and collective problem solving.