This study reviews existing research conducted between 2007 and 2017, regarding integrating technology in K-12 classrooms and preparing K-12 teachers for using technology in their classrooms. The present study examines studies concerning the integration of technology in K-12 classrooms and investigates professional development models for encouraging pre-service and in-service teachers to use technology. This study synthesizes quantitative, qualitative and mixed methods studies in order to have a comprehensive view of existing research. Based on a review of 45 articles concerning integrating technology in K-12 classrooms, and 50 articles focusing on K-12 teachers' professional development regarding technology, this review found that there were relatively few empirical studies conducted in actual K-12 classrooms and relatively few studies of embedded professional development. This study seeks to contribute to current research focused on integrating technology in K-12 classrooms and on K-12 teachers' professional development about teaching with technology. It recommends more empirical research in K-12 classrooms and more research on K-12 teachers' embedded professional learning about technology.