Despite the fact that current reforms in education have placed significant emphases on the integration of computer-based technology in the curriculum and the use of it to improve teaching and learning, researchers reveal that effective technology pedagogy that assists to increase student achievement is not always used in urban and high poverty schools. (Archer, 1998; Williams, 1999; Daniel, 2003) If this is the case, those students that could use the most assistance to improve academically are not receiving the most effective method of instruction when technology is integrated in the curriculum. Researchers have also determined that it is necessary to provide on-going, site-based support and assistance in order for teachers to integrate effectively computer-based technology into the curriculum. Therefore, this paper will focus on the use of technology and technology pedagogy in urban schools, effective technology pedagogy, and suggest a model for professional development to integrate technology. (Contains 1 figure.)