We describe efforts to build a learning community to support technology integration in three rural school districts and the contributions of various program strategies toward teacher growth. The Stages of Adoption Inventory, classroom observations, the Questionnaire for Technology Integration, interviews, STAR evaluation surveys, a survey of teachers' perceptions regarding the impact of the project on student achievement, and force field analysis revealed the positive impacts, including a shift toward student-centered learning, and limitations of those strategies. This study contributes to the learning theory regarding professional learning communities and technology integration by demonstrating the power of learning community and support for Roblyer's technology integration model.
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