| This comparative study critically evaluated how two groups of teachers integrated computer technology into their instructional practice after having received computer training through Project SMART, a special initiative that provided computers and computer training to teachers in grades six through eight in the New York City public school system. This study was confined to one school district that participated in the Project SMART program.; Eighty-two teachers were surveyed by questionnaires. In addition, the researcher observed classrooms of 10 of the 82 teachers. The data were analyzed by means of a t-test at a .05 level of significance and the Mann-Whitney test.; The survey results supported findings from the literature that credit professional development in computer technology as a critical factor for fostering teacher competency to integrate technology into the curriculum. Despite evidence of integration in the school district surveyed, a higher level could have been achieved if better technical support and continued training were provided to the these teachers. |
