Professional development has been a focus of public education since World War II, yet, it was not until the passage of the Goals 2000: Educate America Act in 1994 that professional development became federally mandated. The infusion of educational technology at the start of Goals 2000 created a natural connection with professional development. In 1994, the Educational Technology Specialist certificate was created in New York State to ensure holders were able to provide effective technology professional development.

The purpose of this study was to identify technology professional developer conceptions and misconceptions of knowledge required to obtain the New York State Educational Technology Specialist (ETS) certificate. This study sought to examine the present and desired use of the elements of effective professional development as identified by Garet et al. (1999).

This study found a lack of mastery of Educational Technology Specialist knowledge in respondents. Respondents often utilize active learning but less than often utilize coherence, duration, and collective participation. Respondents did indicate an overall desire to increase the use of all the elements, although weaknesses were still identified in duration and coherence. Recommendations are made to address these issues.