The influence of teacher professional development for technology integration on subsequent student achievement was studied by evaluating one United States Southwestern region school district's professional development program.

The mixed methods case study used both quantitative and qualitative data. A survey questionnaire isolated independent variables (IV). Dependent variables (DV) for the research were student achievement as measured by Oklahoma Core Curriculum Tests (OCCT) in Reading and Mathematics for grades three through five.

Data from the survey questionnaire were analyzed using descriptive statistics. In addition, a t-test was used to determine a difference between average student reading OCCT scores and mathematic OCCT scores as measured by an interval scale along a two category nominal scale. The t-test for the OCCT reading scores (M = 729.79, SD = 87.74) was significant and the average difference in student reading performance between the two groups was significant. The t-test for the OCCT mathematic scores t(376) = .714, p = .48 was not significant and the average difference in student mathematics performance between the two groups was not significant. Additional advanced statistical measures were utilized to determine classroom-level effects on student achievement.

Analysis of the qualitative date revealed three themes: (1) barriers to professional development of technology integration, (2) opportunity for technology professional development, and (3) technology professional development's impact on teaching and learning. Based upon the findings of the quantitative analyses the null hypothesis, H₀: There is no relationship between increasing levels of professional development for technology integration and student achievement cannot be rejected. Based upon the findings of the quantitative analyses the null hypothesis, H₀: There is no relationship between increasing levels of professional development for technology integration and teachers' perceptions of instructional self-efficacy can be rejected based upon bivariate correlations.

The findings of this study imply that more professional development on how to effectively integrate technology needs to occur. Current methods of technology training do not facilitate and focus on the importance and need for technology integration. Rather than simply being taught how to use computers, teachers need to be taught how to use technology as a tool to support teaching and learning.