The V-SPACE project equipped English teachers with iPads as tools to create and maintain virtual spaces for their students. Teachers learned effective ways to integrate technology with English content while strengthening technological knowledge and pedagogical skills. In a summer institute, 29 high school teachers were trained, using their iPads, to create a web presence that encouraged interactive student exploration of course content through standards-based activities, tapping into students' already-established world of multiliteracies. A quantitative quasi-experimental research design was employed to analyze pre- and post-assessment scores of teacher-participants and control group. Statistically significant differences were found between project participants and the control group in regard to classroom integration of technology. Qualitative methods were also employed; inductive analysis found themes of success with story apps in addition to renewed student excitement and enthusiasm.