In response to the maker movement, administrators are adding 3D printers, laser cutters, vinyl cutters, and other computer-controlled machinery into school-based makerspaces at a rapid rate. These digital fabrication tools can potentially engage students in hands-on learning across all subject areas. However, adding these extra tools into schools doesn't always lead to the adoption of these digital fabrication tools into the school curriculum. New technologies are often used as novelty experiences or elective-based, stand-alone maker classes. Still, the tools themselves can catalyze innovative learning if integrated into subjects outside of the isolated "technology" or "STEAM" courses. In this improvement science study, four teachers participated in an intervention centering the TPACK framework of teacher knowledge, which included virtual working sessions to develop lesson plans integrating these tools into classroom learning. Participants reported increased confidence with the tools. However, there were mixed levels of confidence in using these tools "with students." Attention to embedded practice, professional learning communities, and technology integration and pedagogy knowledge show promise for supporting teachers new to this technology toolset. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]