During the first year of the project, Macro determined the baseline through new data collection and by accessing extant data at the school, district, and state levels.  Throughout the first two years, the emphasis was on providing formative feedback to assist the project partners in refining the MTC professional development model and specific interventions, an in improving overall project communications and operations.  During the third year, key areas of assessment were the improved technology and technology integration skills of teachers and increases in use of technology in classrooms.  Longer-term outcomes are the focus for the evaluators during the fourth and fifth years.  Classroom applications and influences on student performance have been focused on through case studies and classroom observations. 

An Action Research/Reflective Teaching Database has been developed and is being used to capture data and findings on classroom use of technology by teachers participating in MTC professional development activities.  The most active users of the database are educators participating in the Action Research Initiative and the Maryland Technology Academy Leadership Program