Formulating Strategies What is your strategy to meet this need? Describe professional development activities Teachers will be provided with on-site staff development in the use of the identified software packages. Teachers will be provided a stipend to participate in two 3-hour after-school workshops. Trainers from the community college technology division will provide the training. Prior to the workshop teachers will take an informal technology skills inventory. Teachers will be grouped for workshop activities according to their skill level. The strategy is the actual training activity. Most often, the bulk of attention in planning professional development focuses on the activities—sometimes to the exclusion of other key considerations. These activities must be framed within a well-designed and executed plan. While professional development activities come in a variety of formats, it is clear that "one-size-fits-all" workshops in which teachers get a generic overview of concepts or skills are not sufficient. This approach fails to take into consideration different levels of proficiency, provides little opportunity for practice, and rarely includes any follow up. The Panel on Educational Technology reported in 1997 that 46 percent of courses designed to help teachers integrate technology are offered as half-day workshops, and 79 percent of these workshops focus on specific hardware, software, or Internet usage. 3 These approaches are inefficient and ineffective—especially in regard to integrating technology into the curriculum.