Technology professional development must be relevant to the technological equipment available for a teacher's use. Teachers have strong opinions about the content and design of technology professional development sessions. Professional development providers should teach in a simple and logical manner using hands-on activities. Step-by step handouts are considered assets both during and after training sessions. After basic computer instruction the main priority for technology professional development should be how to use a computer in the classroom in a manner relevant to the teacher's content area and curriculum goals and objectives.
Technology integration is a very slow process.
A certain comfort level must be attained by users before real classroom and curriculum integration takes place. Her duties at CETT and as a partner in TTT Resource Center have focused on developing customized professional development programs and materials for K-12 school districts, as well as coordinating and conducting the professional development sessions. She has over 25 years experience in teaching, training, and curriculum development in K-12, community college, university, and adult educational settings. For the past three years she has taught Microcomputers in Education, a course designed to prepare pre-service teachers to utilize and apply computers in an educational environment, for the Department of Technology and Education at Mississippi State University. Throughout the 1999-2000 school year she will be working with several school districts in Mississippi providing technology professional development for administrators and teachers.