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A memorandum discussing the details of the InTech Project was sent to the principals of 359 elementary schools representing 12 school districts in the state. These 12 school districts were selected because they represented school districts in the service area of the Kennesaw State University Educational Technology Center, and because they were located relatively close to the training facility. After mailing the InTech Project packets to the schools, project personnel received numerous calls requesting that participation in the InTech Project be opened to third-grade teachers as well. In order to ensure heavy participation in the InTech Project, the decision was made to allow third-grade teachers to apply.

Criteria for participation were established for both principals and teachers. In order for a school to participate, principals had to agree to (a) participate in a five-hour meeting with InTech Project personnel to discuss technology leadership, team building, and project overview, (b) attend one or more days of the summer technology training institute with their participating faculty members, (c) attend several workshops offered throughout the school year that focused on the leadership necessary to support and sustain technology initiatives school wide, (d) provide teachers with the flexibility to adjust schedules to promote team planning and collaboration concerning technology integration, (e) provide teachers with four release days during the following school year to attend additional training and (f) allow teachers to take home for the summer a multimedia computer that would be located in their classroom during the following school year.

Teachers interested in applying had to have at least one multimedia computer located in their classroom during the following school year. In addition, teachers had to agree to

(a) participate in a two-hour meeting with project personnel to discuss details of the InTech Project, (b) attend all summer institute sessions and four subsequent training sessions scheduled periodically throughout the following school year, (c) examine critically their own instructional practices to determine how technology can play a role in enhancing the teaching and learning process, (d) implement technology projects and activities developed during the summer institute within the framework of their classroom during the following school year, (e) serve as a catalyst for change school-wide by assisting other faculty members in their efforts to integrate technology in their classrooms, and (f) complete research questionnaires to evaluate the effectiveness of the InTech Project.

One-hundred sixty five applications were received by InTech Project personnel. A committee of Instructional Technology Specialists evaluated the applications to ensure that all criteria stated above were met by the applicants. The committee placed the applicants in three groups based on the dates they elected to attend the summer training. Selections were then made based on the following: (a) level of computer experience, (b) number of applications from the same school, and (c) representation of as many school districts as possible. The committee attempted to equalize the three groups by selecting participants with all levels of computer experience. Since it was important that teachers collaborate with one another throughout the project, special consideration was given to schools in which teams of three to four teachers submitted applications. Finally, an attempt was made to include representatives from as many different school systems as possible.

The sample originally included 75 subjects. Four subjects did not complete the entire training program and were eliminated from the sample, leaving a total of 71 subjects who completed the study. Group 1 (S/I) included 25 participants, Group 2 (I/S) included 23 participants, and Group 3 (S&I) included 23 participants. Characteristics of the sample were as follows:

1. The gender distribution was 90% female and 10% male.
2. The subjects' age ranged from 25 to 61. Age groups were as follows: (a) 23% were aged 25-34, (b) 27% were aged 35-44, (c) 44% were aged 45-54, and (d) 6% were aged 55-65.
3. The education level of the subjects ranged from a Bachelor's degree to a Specialist's degree. The levels were as follows: (a) 55% had a Bachelor's degree, (b) 38% had a Master's degree, and (c) 7% had a Specialist's degree.
4. The subjects full-time teaching experience ranged from one to thirty-one years. The teaching experience was grouped as follows: (a) 39% had between 1-10 years, (b) 36% had between 11-20 years, and (c) 25% had between 21 and 31 years.
5. The subjects taught a variety of grade levels. They ranged as follows: (a) 20% taught third grade, (b) 29% taught fourth grade, (c) 63% taught fifth grade, and (d) 8% taught a combination of third through fifth grade.
6. The subjects taught in eight different school systems in the state.
7. Sixty-nine percent of the subjects reported owning a home computer.
8. Subjects varied in the number of years they reported using computers on a regular basis in the classroom. They ranged as follows: (a) 28% reported never using computers, (b) 20% reported 1 year, (c) 20% reported 2 years, (d) 8% reported 3 years, (e) 6% reported 4 years, (f) 6% reported 5 years, (g) 3% reported 6 years, (h) 3% reported 7 years, (i) 1% reported 8 years, (j) 4% reported 10 years, and (k) 1% reported 12 years.