Abstract
This study investigated the effects of a teacher professional development program funded by a No Child Left Behind (NCLB) grant on program participants’ (teachers’) stages of concern toward instructional technology integration into curriculum. The study also explored potential differences in the concern levels among the participants from different age groups, school levels and gender. The data analyses of the pre-/post-/follow-up survey responses submitted by 377 participants revealed that the program was quite successful in reducing participants’ self based concerns while increasing their impact-based concerns about technology integration. This was a very encouraging profile, according to the Concerns-Based Adoption Model (CBAM). Participants’ ages reflected differential concern levels at some stages, whereas the school level they taught had no influence on this issue.
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