Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on integrating technology into their literacy instruction. Through this experience, teachers changed the way they approached technology integration. This article adds to the current literature on professional development and technology integration by exploring the perspectives of three fifth‐grade teachers working in a collaborative learning community over a period of one year. Implications from this experience suggest that using common formative assessments, providing ample time to learn together, and using a facilitator can help teachers work together effectively to integrate technology into literacy instruction.