Abstract
Purpose. The purpose of this study was to describe six secondary schools identified in the California Digital High School Grant program in terms of the characteristics of the technology, principals'/administrators' and teachers' perceived needs for technology staff development and a direction staff development should take based on the indicated needs. Methodology. The research method used was a descriptive case study. A panel of experts identified criteria which assisted in identifying the population. A second panel identified the schools based on the criteria. Data were collected from interviews, focus groups, and archival data. Findings. (1) Skill training has add basic proficiency, but widespread technology use by departments is confined to specific teachers; (2) time to acquire instructional proficiency in technology is limited; (3) technical and instructional support supplied in a timely manner is essential to effective technology implementation; (4) no school had realigned initial long-term goals to validate that the current direction meets existing needs. Conclusions and implications. (1) Departmental or small group training is key in connecting teachers to viewing technology as a tool to implement learning; (2) time was seen as a significant factor in technology integration and schools may need to create diverse learning environments to meet the concern; (3) quality technical and instructional support for technology integration requires a multifaceted approach such as technicians, mentors and professional networks; (4) a specific plan is needed to guide future staff development and requires accountability, modeling, and teacher incentives. Recommendations. (1) Replication of the study at other California Digital High Schools in other localities; (2) conduct a study to focus on the role of school administrator and teacher leaders to differentiate their impact on staff development programs and technology implementation; (3) further studies on the amount and type of staff development activities and their impact on technology implementation; (4) study schools with alternative learning environments to determine if they have a greater or lesser impact on teacher access to technology staff development; (5) determine if a causal relationship exists between types of staff development programs and the amount and use of technology in the classroom.