Supporting in-service teachers for successful integration of educational technologies into their teaching practices has been a challenge. While professional development in technology integration is found to help teachers gain technology skills and model good examples of using technology for teaching, they may fail to provide teachers with a clear vision of how technology can be used to support educational best practices. For this reason, the author and his colleagues designed an online learning environment, project-based learning management system (PBLMs), to not only increase in-service teachers' technological pedagogical content knowledge, but also help them translate this knowledge into practice with the assistance from peers and experts. While PBLMs provides a multitude of unique learning experience that encourage meaningful learning through student-directed investigation, further investigations on how to better sustain teachers' motivation in online professional development, how to support their completion of each task and how to bridge the discrepancy between teachers' design plans and their instructional products can shed lights on the overall effectiveness of online professional development. (Contains 1 figure.)