In this qualitative research study the researcher sought to identify effective elements of professional development that encourage technology adoption and purposeful technology integration by early elementary educators. Puentedura's (2014) Substitution, Augmentation, Modification, Redefinition (SAMR) model served as the framework for the professional development. Seesaw, an online communications application and portfolio tool served as the testbed. The questions that guided this study before, during, and after the professional development intervention were: What elements of a SAMR focused professional development experience facilitate K-3 teachers' change in their 1) adoption of technology and, 2) purposeful integration of technology into their classroom teaching practices? The researcher identified 16 elements from the literature that encouraged technology integration. The 16 identified elements were then explicitly designed into a professional development experience and iteratively examined. Findings from a pre- and post-intervention survey, participant reflections, digital artifacts, researcher notes, and a focus group indicate that the teachers' technology integration practices were positively impacted by identified elements designed into the professional development. The effective combination of elements most valued by the teachers included sustained, one-on-one, online and face-to-face support, as well as the pedagogy elements that were socially situated, personalized, scaffolded, and learner-centered. These findings align with the theoretical framework and prior studies that grounded this study. [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/en-US/products/dissertations/individuals.shtml.]