2. The different models that states / districts / schools are using for teacher staff development for 1:1 laptop initiatives.

Professional development for teachers needs to focus on the using the technology for teaching, not on teaching teachers technology skills. Elementary teachers have been a lot more embracing than secondary teachers (Freyer, 2006, pg.1).
Freyer, W. (2006, March 21). Lessons Learned from 1-to-1 laptop initiatives: Reflections on the critical components: A SITE 2006 presentationRetrieved October 14, 2008, from http://www.speedofcreativity.org/2006/03/21/11-laptop-project-lessons/

Development of teaching and technology integration: Focus on pedagogy
Wentworth, N., Graham, C. R., & Tripp, T.
The development, implementation, review, and subsequent revision of a capstone assignment during teacher education candidates’ field experience and the assignments-related rubric was based on research that points teacher education programs to give candidates experiences in rethinking their views of pedagogy as they integrate technology into the curriculum. The initial development of the rubric came as a result of requirements of national accrediting organizations for licensure programs to have performance assessments of their candidates. The review of the assignment by technology experts as well as education faculty showed a disconnect between the goals of the technology faculty and the mentors helping the candidates implement technology during their field experiences. As a result of this disconnect, we developed a new set of indicators for the technology section of the assignment and provided examples of lessons that showed low and high
expectations of technology use.ติวเตอร์
Wentworth, N., Graham, C. R., & Tripp, T. (2008, Fall). Development of teaching and technology integration: Focus on pedagogy. Computers in the Schools, 25(1-2), 64-80. Retrieved on March 25, 2009 from http://cits.haworthpress.com/.
Teacher concerns during initial implementation of a one-to-one laptop initiative at the middle school level
Loretta Donovan, California State University, Fullerton
Kendall Hartley and Neal Strudler, University of Nevada, Las Vegas
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Implications of the one-to-one laptop intitiative from a teacher's perspective with respect to the professional development, training, and how it impacts the school environment. Copyright 2007, (International Society for Technology in Education). All rights reserved.

A professional development model to promote internet integration into P-12 teachers' practice: A mixed methods study.
Giordana, V. A.
This mixed method study reports long-term effects of a staff development model on P-12 teachers’ instructional practices and dispositions regarding Internet integration into teaching. The model design was guided by participants’ varying professional developmental level and their values and beliefs about teaching and learning. A survey, administered at three checkpoints over a three-year period, yielded quantitative data regarding participants’ concerns about the curricular innovation. Qualitative data, gathered through interviews conducted with a sample of the participants, contributed to understanding, from the participants’ perspective, changes they perceived in their teaching practices as a result of the staff development. Elements of the model most instrumental in effecting changes were identified. Results support the recommendation for teacher-centered staff development that includes critical characteristics to effect and sustain change in teacher practice. These features must emanate from teacher practice and be supported by the system in which the teacher works.
Giordana, V. A. (2007, Fall). A professional development model to promote internet integration into P-12 teachers' practice: A mixed methods study. Computers in the Schools, 24(3-4), 111-123. Retrieved from http://cits.haworthpress.com/.