Effective staff development strategies provide for long-term learning, on-site guidance, peer collaboration, and involvement of teachers in planning their own learning of technology integration. In a review of research on staff development for technology insertion, (Cradler & Cradler, 1995) found significant factors in effective staff development to be:

• Development of school and classroom level technology plans by and for teachers.
• Understanding of ways to integrate technology into education reform.
• Teacher-awareness of effective technology applications.
• A social network of other technology-using teachers.
• Availability of teacher-mentors or other peer support.
• Involvement of principals and other administrators in the planning and training.
• Development of the knowledge to critique and select technology applications.
• Adequate time and increased opportunity for staff development and technical assistance.
• Awareness of and access to educationally relevant technology-based programs.
• Opportunities for educators to communicate with peers in other schools and at conferences.

Effective staff development is individualized and relevant to a particular program or project in which teachers have a special interest. In a review of studies on technology insertion, (Cradler & Cradler, 1995) found that the experience of states and local districts with technology integration demonstrates that:

• Staff development must be individualized to the needs of the teacher.
• Teachers must decide on what the topic should be and when the staff development or training should occur.
• Time for teachers to plan, learn about, and implement technology applications is essential.
• Educators need an understanding of ways to integrate technology into education reform initiatives.
• Involvement of teachers in planning statewide, school, and classroom uses of technology is critical.

Multiple strategies can be used simultaneously to promote effective uses of computer technologies. Extensive research conducted by the Office of Technology Assessment reports that "districts may be well advised to use multiple training and support strategies tailored to the educational goals of the local site" (OTA, 1995, p.130). Among the strategies used by districts are:

• Technology-rich model schools.
• Trainer of trainer model where a cadre of teachers receive professional development so they can provide the same and help other teachers.
• Expert resource people.
• Providing every teacher with a computer.
• Training administrators and teachers, together.
• Creating teacher resource centers.

Data indicate that no one strategy is best, rather the strategies are often combined at any given site.

Guidance is essential for successful innovation of technology. (Zhao et al., 2001) (Type 2, Level A) studied 118 teachers and teacher teams who were awarded technology grants in Michigan. The study identified eleven factors that could be divided among 3 interactive domains (context, innovation, teacher) for understanding the dynamics of successful technology integration within classrooms. The findings demonstrate that human infrastructure is an essential component of the context that can greatly affect the likelihood of success for a technology innovation. According to the authors,

…one aspect of the human infrastructure did stand out even in innovations that didn't experience problems. This aspect is the presence of what we call a "translator," a person who can help the teacher understand and use technologies for his or her own classroom needs (p.27).

In addition to 'translators,' and a flexible, responsive technical staff, teachers need a supportive and informed administrative staff. Included in the supportive environment are institutionalized policies and procedures related to hardware and software purchases, professional development, and student access to computers and the Internet. Policies and procedures include Acceptable Use Policies for staff and students.

There is a continuing need for the school site presence of a technology coordinator who can serve as a mentor or "translator" of technology applications and instructional integration for teachers. Appropriate technology resource personnel are not only for the early stages of a technology initiative or technology plan. (Strudler, 1995) "visited three schools in Oregon at two points in time, seven years apart" and reported that it was not feasible for technology coordinators 'to work themselves out of their jobs' (Strudler, 1995, in OTA, 1995, p. 147). Strudler's research revealed the continuing need for technology coordinators to be based on:

• Rapid pace of technological change.
• Teachers' concerns that affect their adoption of technology.
• Continuing challenge of "coordinating the 'nuts and bolts' of educational computing." (Strudler, 1995, p.18 in OTA, 1995 p. 147)

Strudler also found that "…the support provided by an effective coordinator serves to 'tip the scales' for teachers weighing the costs and benefits of technology use' (Strudler, 1995, p. 19 in OTA, 1995, p.147).