Yearlong Teacher Technology Training
Significant goals with technology integration training can best be met under a long term commitment by participants. Teachers are released once a month for eight months to participate in full day training and sessions where they can share in the development of similar projects such as methods for web based delivery of course material. Participant teams are encouraged so mutual support is available back in the classroom.

Student produced Science lesson (density) with the end product published on the web.

The training is spread through the year to allow teachers develop their skills and begin to work their ideas into lesson plans. This method also eliminates the need for extended absences. Teachers have time to try things and return to the workshops with questions and problems to be solved. By the end of the year teacher participants can be well on their way to developing multimedia materials for web based delivery. Linking extended training to project development and extended technical support in order to expect systemic changes involving technology integration.

Teacher-Administrator Team Training
Building principals and other administrators provide the focus and leadership within buildings and are responsible for creating the professional climate that can encourage teachers to challenge themselves in new directions. Technology integration really calls for a systemic change in some traditional teaching methodologies. As professional leaders, principals must gain a full understanding of technology's potential in order to know where to lead. They must also understand the problems, time commitments, daily implementation difficulties and new delivery styles full technology integration engenders. There is no substitute for having administrators involved with teachers as they undergo training.

Student produced Science lesson (density) with the end product published on the web.

Administrator-teacher teams build working relationships and encourage teachers to make these changes in their classrooms. Real technology integration may require teachers to step out of the norm and experiment with techniques. Administrators who fully understand the technology can be most supportive in finding solutions to the inevitable problems pioneering teachers will face.

Teacher-Student Team Training
Teachers teamed with students attend workshops and learn to produce web-adaptable multimedia products for their classes. Students can quickly become in-house experts to aid other teachers in solving technology problems. Students also gain an understanding of developing lesson materials that meet content standards.

Student produced Science lesson with the end product published on the web.

Implementing technology in the classroom has less reliance on the comfort level of the teacher with student assistance available. Students gain a stake in the teaching process learning alongside a teacher and in the success of classroom projects that result from the training. Teachers learning alongside students provides opportunities to model thinking skills.

Multimedia and web site production requires a complex combination of skills, so working in cooperative groups to learn these skills is a simplification strategy. The cooperative group strategy also lets teachers more easily take on the role of being facilitators rather than technical experts. Finally, the cooperative group can accomplish more and of a higher quality than the individual can usually do.