Abstract
Purpose. The purpose of this study was (1) to identify the level of computer use to support the curriculum and the level of computer integration into the instructional curriculum by teachers who have completed CTAP training, and to determine if there was a significant difference in the level of integration between those teachers who received personal connection CTAP training and those who received curriculum connection CTAP training; (2) to determine the level of growth toward computer integration and the factors that helped or hindered that growth. Methodology. Using questionnaires, pre and post data were collected from seventy-five educators enrolled in Level 1 CTAP training. In addition, thirty-seven participants were interviewed. Descriptive and inferential statistics were used to measure levels of computer use and the Kolmogorov-Smirnov test of differences was used to determine any significant differences between the two groups. Key findings. The curriculum connection group made more progress both toward computer use in the classroom and toward the integration of computers into the instructional curriculum. There was no significant difference between the two groups regarding computer integration. There was a significant difference in the pre and post scores of the curriculum connection group regarding integration of computers into the instructional curriculum. Teachers perceived their greatest constrains to computer use is a lack of time to design and modify the present instructional curriculum. They want to hone their technology skills and experiment with their new learning in a supported on-going learning environment. The CTAP training took away teachers' fear of computers, but the training must be expanded to provide more avenues to support teachers after their initial training. Recommendations. For teachers to be successful in implementing computer use into the classroom and integrating computers into the instructional curriculum, they need to have time and opportunities to receive broad-based staff development technology training. CTAP Level 1 training must be modified and expanded so that teacher learnings are linked to specific and appropriate instructional curriculum, promoting a more rapid transfer of knowledge and skills into the integration of computers in the classroom.