The purpose of this qualitative case study was to understand how an English Language Arts (ELA) teacher of 7th and 8th grade students with language-based learning disabilities attempted to learn about and integrate into her instructional practice the teaching of argumentative writing using multimodal technologies. The ELA teacher's attempt at learning and integrating this new methodology into her instructional practice occurred during and subsequent to an in-service professional development program. Multiple data sources, including interview transcripts of meetings with the teacher, observation field notes, and lesson plan documents were analyzed using the technological, pedagogical and content knowledge (TPACK) framework and discourse analysis. Unexpectedly, there was very little change in the teacher's beliefs and attitudes about technology after learning about this multimodal method to teach argumentative writing. Thus, the teaching of this new methodology through in-service professional training was not integrated into her ELA classroom practice. This finding illuminates the uncertainties involved in the role of professional development in the integration and execution of new methods of teaching. This understanding could enable the development of alternative in-service professional development techniques and interventions that could shape ELA classroom instructional expertise and practice. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]