This mixed methods study examines the impact teacher professional development has on the levels
of concern of nine Ugandan teachers as they begin to use computers in their school environment.
These teachers completed the Stages of Concern Questionnaire before and immediately following
training on the basics of how to use a computer for educational purposes. Additionally, qualitative
data in the form of interviews and written responses were collected and analyzed to look at what
aspects of the training were considered to be most beneficial to the participants. The results of the
quantitative data suggest the teachers’ level of concern in three of the seven levels decreased after
training was provided. The results of the qualitative data show the teachers would like more time to
experiment with the new information they learned through the professional development and want
input into what they will be learning.