A model of educators' learning experiences in educational technology was developed by studying 205 educators who participated in professional development in educational technology at metropolitan area graduate schools of education over a 7-year period. Data were gathered over the entire semester for all participants. Additional data on a limited number of participants were also gathered one and 12-14 months after they had completed the professional development experience. All 205 participants completed a pilot survey. Additional data sources were as follows: 748 entries in electronic journals; 58 interview transcripts, and 25 reflective essays about the professional development learning experience. Qualitative and quantitative analyses of the data resulted in a model of the teachers' journey of transformation that consisted of four stages and 10 perspective transformation stages as follows: (1) fear and uncertainty (a disorienting dilemma; self-examination); (2) testing and exploring (a critical assessment of epistemic, sociocultural, or psychic assumptions; recognition that one's discontent and the process of transformation are shared; exploration of options for new roles, relationships, and actions); (3) affirming and connecting (planning a course of action; acquiring knowledge and skills for implementing one's plans; building competence and self-confidence in new roles and relationships); and (4) new perspectives (reintegration of a new perspective into one's life). (20 references) (MN)