Integrating media and information technologies through professional development sessions.

Research has shown that teachers have limited knowledge on how to use technology in their instruction (Christmas, 1992). Teachers stated that they needed instruction and ample opportunities to try using computers in the classroom. The surge of technology in the classroom has extended many inservice teachers beyond their abilities and limits. Training is essential for teachers if technology is to be integrated in their teaching rather than merely to be used as drill and practice or a reward for students (Siegel, 1995). The purpose of this study was to investigate the effect of a technology-based staff development program and the support provided afterwards on the teachers\u27 ability to integrate technology into their instructions. A case study approach was used to investigate the effect of a technology-based staff development program and the effect of the support provided by the program on the teachers\u27 ability to integrate technology into their instruction and was conducted over a five-month period. The quantitative data were based on the Problem-Solving Inventory and technology integration survey. Qualitative data included email messages, lesson plans, and interviews. The results of this study seemed to indicate relationships in three major areas: (1) the level of confidence a teacher has when problem solving and the method by which a teacher may approach or avoid a problem may be indicators as to the level of technology integration for that teacher; (2) the level of control needed in the role of the teacher may be an indicator as to whether a teacher may move beyond the Integration level in the technology integration hierarchy; (3) and the view of what is important for professional development sessions on technology may be influenced by the level at which a teacher integrates technology