By our first professional development session in the summer of 1998, most ATRL teachers had undergone some form of district technology training.
In contrast, ATRL professional development focused not on proficiency but rather on comfort, embedding technology within the curriculum activity and stressing the cultivation of a minimum set of technology skills -- just enough to create the product.
Finally, this approach to technology integration shifted reliance from external "experts" (SEDL facilitators) to in-house expertise (other ATRL project teachers).
At the start of the ATRL project, we believed that, once teachers achieved proficiency with technology, a more general learner-centered instructional approach would ensue.
ATRL professional development activities did not address a particular content area and in many cases did not focus on academic content at all.
Hence, by the middle of the first year of the ATRL project, there was a movement toward informal teaming and the creation of interdisciplinary activities across all schools.
Before embarking on the ATRL project in 1998, we asked teachers about their fears regarding technology.
While ATRL teachers certainly gleaned new technology skills, the real power of technology within the project was in the fact that it served as a vehicle for teacher learning.
What was so wonderful about the ATRL sessions was that they were so hands-on.
This whole experience of the ATRL project seems to have propelled teachers to create more learner-centered approaches.