The influence of increased technology use by faculty in the classroom, both to aid in teaching classroom content and to improve pedagogy, is a field where more information is needed. How do faculty members make meaning of the complex interplay of the three areas that affect their daily work: content, technology, and pedagogy? How do faculty work through the complexities of keeping current in their respective disciplines (content they teach), acquiring better teaching and learning strategies (pedagogy), and increasing their personal knowledge of ways to use the Internet, computers, and digital tools to aid in teaching their students (technology)?