The problem for this qualitative study was how educators experience professional development using podcast listening combined with independent jot journals and collegial discussions. The research questions aimed to discover whether teachers would accept or reject this professional development as well as potential lesson plan designs or recommendations for this format based on themes and the likelihood of acceptance or rejection for this method of professional learning. The conceptual framework was the unified theory of acceptance and use of technology. A case study design was used to triangulate data collected from interviews, jot journal reflections, and observations from collegial conversations to determine eight emerging themes, after initial coding and categorical analysis. Thirteen participant experiences (those of secondary teachers) from podcast listening and jot journaling included learning autonomy, personal connectivity, and modes for capturing ideas. Learning experiences from the collegial conversation included purposeful interaction and support among teachers and accommodation and pliancy of the experience. Emerging lesson plans and recommendations included peer collaboration, self-assessment for student reflection, and student growth. These results suggest that this professional learning experience has the potential to be meaningful, open-ended, and allow for choice and voice in content and engagement. These recommendations can lead to greater teacher acceptance of technology, which may ensure more effective instructional practices with more positive student learning outcomes. [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.]