The Problem

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Why is it that computers have not become the promised indispensable classroom tool? Why have only a few teachers embraced technology, while others have largely ignored it? It appears that in the process of acquiring a plethora of hardware and software, quality professional learning has been overlooked. Teachers vary significantly in their range of knowledge and experience using computers, and many report feeling inadequately prepared to use computer-based technology in the classroom (U.S. Congress, 1995). The majority of teachers in classrooms today have been teaching for over 15 years and computer technology was simply not a part of their pre-service curriculum. If teachers lack the knowledge and skills necessary to integrate computers effectively, technology may never realize its potential in the classroom. Teachers are critical to effective technology integration. They are responsible for structuring the learning environment, choosing appropriate instructional strategies, and determining how technology will be integrated into the instructional process.

Technology integration occurs when teachers use technology applications in a sustained way to achieve educational objectives. True integration is "a difficult, time-consuming, and resource-intensive endeavor" (U.S. Congress, 1995, p. 2). It requires a long-term commitment to a comprehensive, well-planned professional development program that goes well beyond the typical one-shot in-service training program. Integration involves the use of software and hardware in the classroom, the role of the teacher relative to its use, and the development of new instructional approaches for use with educational technology. Clearly, professional development programs must be developed to train teachers to utilize technology, and, more importantly, to integrate technology effectively into their curriculum. Only then will technology become a part of their teaching repertoire and a catalyst for fundamental change in the overall teaching and learning process. Providing effective professional development for teachers in the appropriate utilization and integration of computer technology is a problem for educators and was the focus of this study.