| Summary: | A three-year action research study was conducted in one public school district to design a professional development approach that helped inservice teachers integrate computer technology into their instruction. The central question guiding this research was, “What are the elements associated with a professional development approach intended to help teachers integrate computer technology into their teaching?” A framework was developed for conducting the investigation which included two components: (a) Examination of changes in teacher skill development guided by the question, “What changes occur in teachers' technical and computer skills when they participate in the designed professional development approach?”; (b) Examination of changes in teaching practices with technology guided by the question, “What changes occur in the ways teachers use computers for instruction when they participate in the designed professional development approach?” Fifty-five teachers completed self-evaluations of technical skills in 1997, prior to involvement in professional development, then again in 1999 after two years of technology professional development. Interviews were conducted with twenty-one teachers in 1999 to define changes in teaching practices with technology. Research results produced a revised professional development approach that included six elements that school districts should provide to help teachers construct and continually refine their understanding of how technology is best used in teaching and learning. These elements included skills training, experiences teaching with technology in the context of school classrooms and computer labs, mentoring support, support for planning curriculum, supervision of instruction, and collaboration with others using technology at similar grade levels or in similar subject areas. Over 90% of teachers interviewed reported that technical workshops and good access to just-in-time mentoring support had improved their skills. Over 95% found hands-on experience with technology contributed to a sense of empowerment with the computer. Over 90% felt that collaboration with colleagues improved their skills. Assistance with planning curriculum supported technology integration for 80% of interviewees by assisting with formulation of new technology-based learning experiences tailored to the needs of specific student populations. Supervision of instruction was found to reduce disparities among teachers for using technology and helped assure that teachers worked toward achieving district goals for technology integration.
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