Many districts have jumped on a nationwide technology bandwagon, spending vast amounts on wiring, hardware, and software. Research indicates that those districts that equip classrooms, but fail to provide effective staff development strategies, are not likely to see much return on their investment in terms of how teachers are teaching and students are learning. Education researcher/writer Andrew Trotter voices a growing concern: "A school can have the best software ever made and access to the Web on every computer. But it won't see much learning, experts say, unless its teachers know how to use the digital content in their classrooms." (Trotter, 37). An investment in technology will only pay off if it is combined at the same time with an investment in teachers. Larry Cuban, professor of education at Stanford University, has taken an extensive and critical look at current models of staff development programs in technology. Cuban considers teachers - and the technology training and support provided to them - the essential elements of an effective staff development. "Technology training would be more effective if teachers themselves were involved in planning it, but they usually have no more than a token role." (Cuban, 24) In developing strategies that will result in significant changes in the classroom, Cuban advises: "Know where you want to go, and figure out how information technologies will help you get there; determine the optimal classroom-and-school mix of hardware and software; involve teachers deeply and continuously in their on-site learning, and then hang in with them as the inevitable squalls of turmoil blow and recede; and finally, have patience, for such changes in belief and practice will take years." (Cuban, xiv) This research project was presented at an iMET Face-to-Face meeting and reviewed by the Cohort. This research project was presented at an iMET Face-to-Face meeting and reviewed by the professors.