Model based on a study of teacher tech staff development. Model showed teachers, when given "just enough" training felt more comfort with technology and regarded selves as more proficient. Teachers were more likely to view technology as part of curriculum and integrated it more easily into teaching. In classrooms, teachers were able to use this model as they do not need to devote much classroom time to tech training students. Study showed the smallest amount of input could yield much improved quality of student work-- both in form and content. Eventually, technology became the first area in which teachers ceded some control to students. Gradually, students were given more control with research and expression than previously. Classroom use of technology increased though teacher proficiency remained low. Teachers felt comfortable using technology without being experts.

Research revealed three weaknesses with skill-based technology instruction: 1. teachers saw technology and curriculum as separate. 2. By focusing on technology manipulation, training conflated proficiency with mastery. Intensive length to learn all of software features conveyed to teachers the idea that they needed to use the same approach with students.

Pre program studies revealed that teachers were concerned with classroom management of limited hardware resources. They feared disruption of established order in classroom with power shifted to students and a consequential loss of some classroom control. Thus the program infused classroom management in their training and modeled using technology in classrooms. They were trained in a library with one to four computers to approximate their hardware restraints. Often they were grouped, assigned specific roles and task and worked with one computer.

Source: Technology Horizons in Education