Teachers are also provided with the hardware and software needed to move to an integrated model of teaching and learning. The evaluation of the TLP focused on four research questions. Their focus is primarily on the learning and not on the technology. During the first year of the program, understanding and dealing with these issues typically takes an immense amount of time, and limits the potential impact teachers have on student learning. Second year teachers find that most, if not all of these issues are less troublesome and time consuming, which results in more teaching time, and ultimately in greater achievement on the part of students.
Technical support is a key component of technology integration.
Evidence from teacher journals and surveys over the past two years suggests that the ways in which teacher and students use computers, as well as transformations in the learning process and product, are very consistent from year to year. Most TLP participants struggle in the beginning of their first TLP year. Planning lessons, finding efficient and effective arrangements for the equipment, developing student management strategies, and trouble-shooting technical glitches consume a great deal of time and energy. However, around March, teachers find that integrating the curriculum becomes smoother, more natural, and more productive. Analysis of T-lessons shows that changes are being made in terms of expected student outcomes.