Hughes, Amy B.2016-03-092016-03-092011-05http://hdl.handle.net/11603/2487To see paper in its entirety contact archives@goucher.edu or call (410)337-6075.The purpose of this study was to explore the impact of different approaches to professional development on the implementation of technology in the science classroom. The measurement tool used in this study was an electronic survey that was emailed to participants after the training sessions were conducted. The study was a descriptive study aimed at determining if there was a difference in the implementation of the technology in the classroom, based upon the type of professional development provided. Results indicated that participants who attended the training that included additional independent practice time with the technology were more likely to implement the technology in their classrooms. Research in the area of technology professional development should continue due to the increased types of technology available for instructional use.35 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate)Teachers -- Training of -- ResearchEducational technology -- ResearchText