Technology has changed the way we communicate, travel, purchase, and go about daily life. However, technology has not interacted with K-12 educational curricula to the same degree. The educational sector is lagging behind in integration, spending, and research and development. As a result, school districts are not utilizing the technological innovation at their disposal, and continue to operate under the industrialized paper, pencil, and chalkboard models of the past. Even in the midst of COVID-19 and the increase of online schooling, many schools have struggled to seamlessly integrate technology into the learning process. This does not have to be the case. The purpose of this action research study is to investigate how professional development can be leveraged to increase technology use within schools. Data collection in Cycle 1 consisted of interviewing nine participants, who were teachers and administrators. As a result of Cycle 1, action steps were designed, implemented, and evaluated in Cycle 2. The action steps leveraged professional development to assist 23 middle school teacher participants with technology use through five professional development sessions. The goal of the action steps were to help teacher participants increase technology use within the classroom to engage students in learning. The study concluded that the construction and utilization of virtual professional development sessions increases participant engagement, technology use, and student learning. The findings impact the process that K-12 schools integrate technology. [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.]