ABSTRACT
The purpose of this study was to describe how four teachers in different cities in Missouri implemented an innovation cluster that paired an online technology with a problem-based unit design framework. The motivating principle for the study originated from prior research on teacher adoption of technology innovations and principles of professional development for educators. Using a multiple case study research method, the researchers collected and analyzed data to (1) understand how effectively the teachers implemented the unit while participating in online collaborative professional development and (2) identify cross-case issues that arose as the teachers collaboratively implemented the problem-based unit.
