Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Learning Sciences and Human Development

Committee Chair

John G. Wells.


The purpose of this study was to investigate the relationship between key factors of Trek-21 professional development model and resulting changes in teacher practices with respect to the integration of instructional technologies into participants' classrooms. The Trek 21 professional development was a three-year project designed to bring about a deep and lasting change in educators through the integration of instructional technologies. The project was funded as an implementation grant through the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) grant program. The Trek-21 professional development was developed around research-based practices that enabled participants to develop IT skills necessary to integrate what they learned.;Participants included 27 PK-12 teachers from schools in West Virginia, who took part in the second year (2001) of Trek-21 professional development training from January 2001 to January 2002. Data were collected using the Stages of Concern Questionnaire, the Principles of Adult Learning Scale (PALS) Questionnaire, the Survey of Computer Use Questionnaire, the Final-Daily Evaluation Questionnaire, and Indicators of Instructional Change Instrument (also known as the Lesson Sweep Instrument). Three key factors of the Trek-21 model were considered as potential factors affecting integration of instructional technologies into the classroom. These three factors include duration of training, instructional design, and evaluation. Descriptive analysis, paired t-test, correlation analysis and simple regression analysis were the quantitative statistical procedures that were used to compile the results.;Crucial key factors of the model found to be significant in affecting the integration of ITs into the classroom included duration of training and evaluation. The results indicated that teachers did make significant gains in integrating ITs learned during training over the duration of training suggesting that the period of training was sufficient enough to facilitate change in teacher practice. The study did not find Instructional Design as a crucial key factor of the Trek-21 professional development model.