Bringing Technology Professional Development to Scale: Lessons learned from Intel Teach to the Future

June 1, 2005

This paper presents findings from a three-year evaluation of Intel Teach to the Future, a large-scale technology professional development program. In describing the impact that this program has had on the teachers, schools and districts it reached, we use a conceptual framework developed by Coburn (2003) for examining the outcomes of large scale school reform efforts across four dimensions: depth, spread, sustainability and shift in ownership. We argue that Intel Teach to the Future was largely successful in achieving positive outcomes across these four dimensions of scale, in part because local adaptation and teacher creation of instructional materials were key design elements of the program, and in part because the scaling model focused on creating large cohorts of trained teachers within schools and developing district leaders to support technology integration.


Andrew Gersick
Hannah Nudell
Katherine Culp