This study examined the impact of Alabama's technology integration professional development, conducted fall 2003 through spring 2004. This professional development program utilizes G. Wiggins and J. McTighe's (1998) backward design model of curriculum development, assessment, and teaching and is aligned to the Alabama pre-service technology standards. The 1-year study was conducted from fall 2005 through fall 2006. The impact of the training was determined by (a) assessing the number of curriculum modules participants implemented in their courses, (b) studying the levels of use of the backward design framework, and (c) examining changes in the participants' perceptions of the training curriculum value.

A 3-phase sequential approach was followed. During Phase 1, data collected at the end of each training session were analyzed. The levels at which and the extent to which the modules were integrated into the preservice curriculum were examined in Phase 2 (Bhola, 1990; Caracelli & Green, 1993; Creswell, 2003; Guba & Lincoln, 1981). Phase 3 activities incorporated deeply-probing techniques designed to explore factors that aid or impede the integration of the training curriculum into the participants' teaching.

The mixed-methods design of this study was intended to probe beyond the surface level of Likert-type survey responses about the reality of implementing the project-based backward-design of the innovation. Quantitative data collected during the after glow of training was compared to those gathered in the harsh light of the reality of implementation. Open-ended questions were designed to gain a sense of the participants' perceptions of the value of the training curriculum. Phase 3 was designed to provide the reader with a microscopic look at purposefully selected individuals to determine the successes, obstacles, and failures encountered during the implementation stage.

The intent of this study was to inform the reader about the perceptions of the participants during the training and the implementation stages of the professional development module. Findings are not transferable to other similar modules. It is left to readers to draw their own conclusions about the whether the training model is replicable and valuable.