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This thematic review of the literature explores guidelines that can be used to create effective professional learning experiences in the area of K-12 classroom technology integration. It highlights how guidelines have been scattered throughout the literature, and largely ignored by administrative stakeholders and institutional researchers. Gathering these guidelines to put the puzzle of effective learning together, it emphasizes the importance of including educators in the planning and implementation of learning experiences, and the tailoring of learning to their specific needs. It underscores that learning should be collaborative, generated from a grassroots level (instead of being prescribed from the top-down), have administrative support, and focus on pedagogical, not just content knowledge.