This study investigated the use of digital video in the classroom and its impact on teachers' practices and professional development. Over a two-year period, perceptions and practices of fifteen teachers using this technology were analyzed. As a result of their experience, participating teachers developed successful classroom management practices to accommodate DV technology with most teachers having changed their teaching processes. This led to more student-centered ways of teaching and the design of projects tailored to meet specific teaching constraints and individual learning needs. In this study, it was observed that knowledge about teaching and related digital video practices was generally learned in the classroom and through collaboration with other teachers. This is in contrast to the more traditional approach emphasizing the acquisition of abstract principles and isolated "how to" knowledge. This has implications for the planning of effective professional development programs and the role of technology that supports pedagogical change