Teacher technology professional development (PD) is seen as an important component of meeting the vision for technology use in schools. This study continues Lawless and Pellegrino's (2007) work by examining which characteristics of teacher technology PD were associated with growth in teachers' technology practices and student outcomes. The research team examined 48 articles published between 2008-2019 using three search terms: technology, professional development, teacher development, and teaching. The majority of studies included face-to-face instruction as a delivery mechanism combined with either peer collaboration and/or online discussion. In addition, most engaged teachers in actively designing and/or enacting technology-enhanced activities in the classroom over an extended duration of six months or more and often included follow-up support. Implications include strong empirical evidence that specific PD approaches can improve learning outcomes for teachers and students.