AbstractIn 2006-07 Durham Academy conducted a study to identify best practices of classroom technology integration. After compiling the results, a significant shift from the prior study was observed in the acceptance of digital content from students by teachers for classroom projects, assignments, tests and group work. In our observations this change was a result of faculty familiarity and comfort with digital submission methods used by students. Familiarity has grown due to continued experience with digital content creators (iLife), digital content organizers (Blackboard, Moodle, Sakai) and digital distributors (podcasts, blogs, wikis). The rise in digital submission methods was also traced to professional development training whereby teachers were encouraged to allow students to explore different digital methods of submitting class assignments. In numerous instances students and teachers worked collaboratively in creating content together. More facilitative, experiential-based classrooms were observed.