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ABSTRACT The issues surrounding the diffusion of technology within our public schools are wide‐ranging and as diverse as the student populations which we seek to influence. Designing efficient and effective teacher training for classroom technology applications is, consequently, an important consideration for ‘school reformers.’ This paper addresses, in significant detail, the instructional design process which was utilized for the development and delivery of one successful teacher technology training effort for a medium‐sized school district. Special emphasis was placed on the results of extensive learner analyses throughout the design effort.
Persichttte et al. (Mon,) studied this question.