Guided by a situated learning framework, this research examines the nature of teachers' technology learning when participating in a content-focused technology inquiry group, the ways teachers integrate what they learn into content-specific student learning activities, and how situated features of the learning context influence teacher learning. Longitudinal case studies of participating middle-school teachers reveal individual learning and technology integration accomplishments that were also inextricably linked to the group. The distributed nature of technology learning and integration evidenced in the cases raised the issue of whether teachers need to learn to operate the technology in order to integrate technology for student learning and the issue of sustainability when there is high reliance on participants outside the school organization during learning. The peer-supported learning also raised the wider societal issue about the role of teachers and highlighted the modest existence of professional learning communities in educational institutions. We recommend establishing technology inquiry groups within K-12 school settings and in teacher education courses.