School accountability requires administrators and policymakers to implement sound programs that sustain school improvement. Hundreds of Louisiana teachers participate in Louisiana Integration of Technology (INTECH) professional development as a strategy to change instructional practice and improve student achievement. The purpose of this quantitative research study was to investigate the Louisiana INTECH professional development model as an impetus for school change and increased student achievement. The study employed a survey and an ex-post facto, causal-comparative design to address the questions: 1) Do middle school administrators perceive the Louisiana INTECH professional development model as an impetus for school change? 2) Does the Louisiana INTECH professional development model contribute to increased achievement of sixth and seventh grade students as demonstrated by gains in total mathematics, reading, and language Standard Scores on the Iowa Tests of Basic Skills? Fifty-two middle school administrators completed a Likert-type, 18-item survey entitled Perceptions of Louisiana INTECH Professional Development Survey (Dunham et al., 1989; Klecker & Loadman, 1999). Eight mathematics and ten English Language Arts (ELA)/reading Louisiana INTECH certified teachers were matched with a similar group of non-INTECH certified teachers according the variables of years teaching experience, educational attainment, and school mean achievement as defined by the 2004 Louisiana baseline School Performance Score (SPS). Over two thousand student test scores of the 36 total mathematics, ELA/reading INTECH and non-INTECH teachers were compared for achievement gains. The Statistical Package for Social Sciences (SPSS) software was used to calculate descriptive statistics for the survey and student achievement gains from 2004 to 2005. Cronbach's Alpha, Pearson's r, and one-way ANOVA were used to analyze the survey data according to three constructs. Independent samples t-tests were used to verify equality of INTECH and non-INTECH groups. Crosstabs were utilized to show similarities and differences between the degrees earned by the teachers of each student group. The results of this study suggest administrators who exhibit openness to Louisiana INTECH as an impetus for change are more likely to support implementation of Louisiana INTECH technology integration strategies in the classroom. Furthermore, the achievement data showed increased gains of students in Louisiana INTECH certified teachers’ classrooms.

Each year, hundreds of Louisiana's teachers participate in state-sponsored Integration of Technology (INTECH) training. Although INTECH training and certification is acknowledged by the Louisiana Department of Education as the standard for technology-trained teachers, no research has been conducted to determine its impact on student achievement (Picard, 2000). The study's purposes were to examine perceptions of school leaders about Louisiana INTECH professional development as a change agent in schools and to determine the impact of this training on third grade mathematics and reading achievement. This study addressed the questions: Do elementary school leaders perceive INTECH professional development as a catalyst for change in schools? Does this professional development impact student achievement in mathematics and reading? This quantitative study was an ex-post facto, causal-comparative design. Seventy-three elementary administrators were asked to respond to an 18-item Likert-type survey measuring openness to change prompted by the Louisiana INTECH professional development model. Results from the survey were reported as descriptive statistics. Additionally, the study attempted to determine if there was a significant difference in third grade student mathematics and reading achievement in the INTECH certified teachers and non-INTECH certified teachers' classes. The ITBS mathematics and reading standard scores were used for comparison. Nonrandom convenience sampling was used to identify the students of INTECH certified teachers and the students of non-INTECH certified teachers with similar years of experience, education level, and school demographics. The dependent variable was student performance on the ITBS. The independent variable was INTECH professional development. Using Statistical Package for Social Sciences (SPSS) software, test data were analyzed using ANOVA to determine if there was a difference in the means of the gain scores in mathematics and reading of students in the classrooms of INTECH trained teachers (experimental group) and non-INTECH trained teachers (control group). Distributions of student pretest scores were examined to compare mean achievement. In a time when instructional strategies, tools and resources must be aligned to meet state and local accountability expectations, this state-sponsored technology integration professional development model must be examined. Significant resources are expended supporting INTECH training across the state. Louisiana's educational leaders need data to support decisions concerning INTECH professional development.