An analysis of the relationship between technology professional development programs and the level of technology integration demonstrated by middle school teachers in New Jerse

Significant gains in student access to computer technology in America's schools have been realized over the past decade. With almost universal access to computers and online resources in schools, teachers are confronted with learning how to effectively integrate technology into the teaching and learning process. The first step in an effort to ensure the effectiveness of the huge national investment in educational technology may be an analysis of the present use of technology by teachers, and the identification of technology staff development programs that promote high levels of technology integration into the teaching and learning process.;This study investigated teacher integration of technology into the teaching and learning process and the relationship with various teacher technology professional development programs. The technology integration levels and technology professional development activities reported by a sample of teachers in New Jersey middle schools that received the New Jersey Technology Literacy Challenge Fund Grant (NJTLCF) were compared to middle school teachers in a non-NJTLCF school. Other factors that influence the level of technology integration in these schools were also assessed.;Two research questions and seven subsidiary questions were addressed through quantitative statistical analyses to develop descriptive statistics, ANOVAs, and Pearson r correlations.;Teachers from NJTLCF schools reported higher levels of technology integration in six out of twelve classroom computer applications when compared to their counterparts in a non-NJTLCF school.;Statistical significance was found between the sample groups with respect to participation in nine different technology staff development activities and reported levels of technology integration. Pearson r-values for the relationship between participation in ten different technology professional development activities and the use of a myriad of software applications with students were statistically significant.;Furthermore, ANOVA calculations developed in the study indicated that teacher experience and subject specialization, as well as classroom computer and Internet access have an impact on technology integration.