ABSTRACT
Computers and other technology tools have become far more accessible to teachers and students in the past few years. In its an nual Technology in Education report in 1998, Market Data Re trieval (MDR) found that 85 percent of schools and 44 percent of classrooms now have Internet access. These figures are more than double those of two years earlier. For a long time, lack of access was a primary impediment to the integration of technology into the curriculum. As access continues to improve, the primary issue becomes one of professional development; teachers need to learn how to integrate technology in meaningful ways and they must acquire the technical skills to do so.
