Means, B., Murphy, R., Javitz, H., Haertel, G., & Toyama, Y. (2004). Design Considerations for Evaluating the Effectiveness of Technology-Related Teacher Professional Development. Menlo Park, CA: SRI International.
Federal support for the use of technology to enhance K-12 education has long recognized the critical role that teachers play in determining whether and how technology is used in the classroom. The Enhancing Education Through Technology (EETT) program, authorized as part of the No Child Left Behind Act of 2001, provides for formula grants to states to be used to improve student achievement through the use of educational technology. In recognition of the importance of providing teachers with appropriate training and support for this effort, the legislation stipulates that states spend at least 25 percent of their EETT funds on teacher professional development. Given the level of state grants under EETT ($641 million in FY2003), the legislation thus supports at a minimum $160 million in teacher professional development activities annually. While the legislation states that the EETT-funded professional development needs to be “ongoing,” “intensive” and “high quality,” it does not set forth specific criteria for meeting these requirements.