This study employed technological pedagogical content knowledge (TPACK) and new literacies frameworks to explore in-service teachers' developing understanding of integrating technology into literacy instruction while concurrently enrolled in a graduate level course and teaching students in a digital writing camp. The inclusion of a field-experience in this professional development model aligned with the researchers' belief that learning occurs best when situated in meaningful contexts. Analysis revealed three salient themes with regard to the field experience: 1) teachers were immediately able to able to apply what they were learning; 2) teaching in the writing camp helped them bridge theory to practice; and 3) the format of a summer camp helped teachers focus on pedagogy without the demands of being a full-time teacher.