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Abstract
The purpose of this study was to examine the connections that may exist between the student technology literacy
performance in the national schools and teachers who have had technology-focused professional development. Utilizing the online
NAEP data, the study examined two school-reported variables related to teacher technology-specific professional development
and student TEL scores on a national level. The results presented here suggest that teachers with training in technology usage may
be more successful with students than those without. This study may provide insight into understanding more about the relevance
of teacher training with regards to technology
