The purpose of this research was to study teachers' changes in concerns as they integrate technology with their content and pedagogy. By analyzing the Stages of Concerns Questionnaire (SoCQ) at the beginning and end of this professional development cycle, this study analyzed changes in teacher concerns about the integration of technology, pedagogy, and content in their mathematics teaching and learning program as a result of participating in specific professional development.

Results of the t-tests comparing pre and post-survey data indicated that significant differences were found between February and May for Stages 0, 1, 2, 3, 4, and 5. No significant differences were found at Stage 6, the stage where participants have ideas about how to change or alter the reform initiative.

Concern profiles were generated and analyzed for all participants, whole-school implementation participants, and partial-school implementation participants for February and May. Profiles reflected shifts in concerns over time. A major area of concern that evolved over time was an increase in management concerns. Profiles reflected low concerns about the impact to students.