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any policy reports have emphasized the importance of linking technology-focused professional development to teachers’ immediate needs and interests, rather than simply delivering technical training on software independent of the curricular or instructional needs of participants (Office of Technology Assessment, 2000; The CEO Forum on Education and Technology, 1999; U.S. Department of Education, 1999). Riel and Becker (2000) found that teachers who regularly seek out professional development opportunities or who lead such programs for their colleagues are also more likely than their colleagues to be experienced users of educational technology, suggesting that these are teachers who have found relevant connections between what educational technology has to offer and their own agendas for professional growth.

Effects Of Product-Based Technology Professional Development Model On P-8 Teachers