Using survey data, the authors examined the relationship between intensity (as opposta' to duration) of a technology-focused professional development program and specific participant characteristics in predicting successful outcomes. The four participant characteristi;s ciJO!en were: teachers'feelings of preparedness to support student technology use, teachers'perceprions of the usefUlness of creating technology-based projects with students, teachers' perception! of the relevance of the pedagogical approaches emphasized, and teachers' prior use ojfearAxed software. Two outcomes were defined· (1) Use of new software applications/technology _;kills and (2) implementation of new technology-rich lessons. Analyses indicated different combinarions ofpersonal characteristics predicted each outcome. In addition, intensity of the program only predicted the latter outcome. Implications of this research are discussed within the framervork of the professional development literature. (
With the continuing decline in costs of technology, programs are proliferating worldwide to put networked laptop computers into the hands of millions of students on a routine basis. The reasons policy-makers support these programs are based on economic arguments, equity concerns, and widespread interest in education reform. Studies of laptop programs in schools report that they increase students' engagement in school, improve technology skills, and have positive effects on students' writing. However, evidence of the effectiveness of large-scale laptop programs in other learning domains is scarce. Research in many nations suggests that laptop programs will be most successful as part of balanced, comprehensive initiatives that address changes in education goals, curricula, teacher training, and assessment.
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