Data were derived from pretest measures given at the beginning of the InTech Project using the Teacher Questionnaire, Skills Survey, and MUTEBI instruments. The same three instruments, along with the InTech Project Summative Evaluation, were used at the completion of the InTech Project as posttest measures. The instruments measured 13 dependent variables in this study. They include the (a) number of times students use the computer for instructional purposes, (b) amount of time per week students use computers for instructional purposes, (c) number of instructional purposes for which computers are used, (d) number of different types of software programs used for instructional purposes, (e) number of subject areas for which computers are used, (f) level of technology implementation reported, (g) minutes spent planning and preparing for the use of technology in the classroom, (h) minutes spent utilizing technology for professional purposes, (i) hardware skill level, (j) software skill level, (k) integration skill level, (l) outcome expectancy level, and (m) personal self-efficacy level. The following hypotheses were tested for each dependent variable: Hypothesis 1: There will be no significant differences among the three training groups on the dependent variables. Hypothesis 2: There will be no significant differences between pre- and posttest measures for the three training groups on the dependent variables. Hypothesis 3: There will be no significant interaction between the two main effects of GROUP (S/I, I/S, S&I) and TIME (pre/post) on the dependent variables. Data were analyzed using Statistical Programs for the Social Sciences. A 2 x 3 repeated measures factorial analysis of variance (ANOVA) was used to analyze the data. The between subject variable (GROUP - S/I, I/S, S&I) had three levels corresponding to the three types of training approaches. The within variable represented the number of repeated measures (TIME -pre/post). The table below graphically depicts the design matrix. 2 X 3 Factorial Design
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