The perceived effectiveness of professional development and training practices to achieve computer competence by instructional personnel in school divisions across the Commonwealth of Virginia

This study examined the effectiveness of professional development and training practices for assisting instructional personnel in achieving computer competence. Participants were from 135 school divisions. Division technology coordinators shared their instructional approaches to prepare teachers for the state's evaluation of their computer competence.;A survey was designed to measure the perceived effectiveness of current professional development and training throughout Virginia school divisions. Survey participants rated twenty practices on a Likert-type scale, ranking agreement ranges between 1 and 5, with 5 indicating greatest help. The survey also gathered information that was specific to certain divisions. In addition, selected teachers who were interviewed by telephone, discussed their perceptions of the effectiveness of computer training practices that they had experienced.;The study utilized a mixture of quantitative and qualitative approaches. The goal was to uncover and document novel and effective approaches to equipping staff with skills. Study participants were challenged to tell what had worked for them.;Results of the study provided evidence that the practices involving on-site/inservice training, evening/college courses, summer training and training on integrating technology into the curriculum achieved high levels of agreement. Teacher-to-teacher support was found to be effective. They also suggested that investment in training people within the building may be more effective than the use of external trainers and consultants.