1
I have never seen any other important policy
issue move as fast from statewide deliberations
to sound policy as Marylands PT3 Project did
with the MTTS!  Furthermore, Act Two MTTS
Online is now in performance with rave
reviews!  Congratulations to all
involved!  Virginia Pilato Director of
Certification and Accreditation Maryland State
Department of Education
2
This quote captures my feelings      Here
is my secret      I carry you in my
heart.             e. e. cummings Susan
Arisman Dean Emerita Frostburg State
University Chair, PT3 Steering Committee
3
In my 40 years in education, the two PT3 grants
have been the most satisfying, innovative and fun
projects I have worked on. We formed a wonderful
consortium of colleagues, and this group has
accomplished more than we could imagine in
infusing technology in the higher education
curriculum and classes for teacher candidates.
The videos of Maryland teachers using a variety
of technology to instruct K-12 students have been
another highlight of the grant. The grants have
made an impact on Maryland education that should
last a long time. Louise A. Tanney Director of
PT3 Grant 1999 and 2003 Maryland State
Department of Education
4
Ms. Barbara Reeves, former Director of
Instructional Technology, called me at my school
and  invited me to come to MSDE to
discuss coordinating a statewide project in
technology. I accepted the invitation and within
a week I was meeting with Louise Tanney and 
Barbara.  The energy they brought to the project
was incredible, and I knew this was an
opportunity I should accept. What a difference a
phone call made! Liz Neal PT3 Grant
Coordinator, 1999 - 2007 Maryland State
Department of Education
5
We think that our development, implementation,
and constant revision of our electronic portfolio
system have been the most significant benefit
that came from PT3.  Also, we are grateful to the
project because it allowed us to take the time to
actually learn how to embed technology into our
classes, and to be able to talk with each other
about how we could most effectively and
appropriately weave our own use of technology and
expectations for students use of it throughout
our program. Lois Stover Associate Provost for
Academic Services St. Marys College of Maryland
6
"PT3 has provided the standards and resources to
help teachers and students understand the
importance of using instructional technology
effectively. Instructional technology has added
an excitement to learning, and PT3 has added to
that excitement. Gerald F. Day, Coordinator
of Graduate Studies Department of
Technology University of Maryland Eastern
Shore Baltimore Museum of Industry
7
With the PT3 funding the College of Notre Dame
of Maryland was able to develop and implement
electronic documentation to assess candidates on
MTTS via the e-portfolio process.  We designed an
introductory course that familiarized all
candidates with the standards and then continued
to build in additional artifacts and assessment
throughout their program.    We know that
through this process grant and our own efforts we
have been able to implement the seven standards
throughout the program.  We are confident that
our candidates can meet the technology demands
required of them as they enter the teaching
profession. Diane Davis Chair, Education
Department College of Notre Dame of Maryland
8
Being a member of the PT3 consortium has been an
unique opportunity to share expertise, resources,
and effort to serve all stakeholders. It has
been a joy working with such talented members and
visionary leadership. This group of
professionals was both a learning community and a
productive work team. Our faculty and teacher
candidates have benefited from the careful and
impressive work in the development of the
MTTS. Linda Oliva Assistant Professor University
of Maryland Baltimore County
9
I was thrilled to be part of Hoods PT3 journey.
While I have transitioned to a new position as
the Associate Dean of the Graduate School, I will
take lessons learned with me -- and never forget
that a strong purpose a strong passion to
enhance teacher preparation programs infusion
of technology and the power of committed people
can make a vision come true! Kathleen
Bands Associate Dean of the Graduate School Hood
College
10
The PT3 program has had a huge impact on
programs at Salisbury University. MTTS elevated
the importance of teaching with technology and,
as a result, SU faculty increased their own
technology literacy programs created courses in
educational technology as well as integration
throughout programs and interns were required to
demonstrate skill in integration of technology.
Through my seven years with PT3, I was able to
witness some of my most skeptic SU colleagues,who
believed that technology was a nice add-on,
becoming some of the most ardent supporters. As
a department, we've moved to use of electronic
portfolios, electronic data collection,
handhelds, course management systems, the
Internet, and instructional software to improve
instruction. Regina Royer Associate Professor,
Educational Technology Salisbury University
11
The PT3 program has had a great impact on
Wicomico County teachers and interns. Being able
to offer professional development to student
interns on the technology that their teachers are
using, has been extremely valuable. Carla
Hurchalla, Coordinator of Instructional
Technology Wicomico County Public Schools
12
The collaboration among the partners in the PT3
Consortium has resulted in accomplishments that
significantly benefit PreK-12 educators and
students, as well as teacher candidates in
Maryland. The development of the Maryland
Teacher Technology Standards has been the
catalyst for the development of the Maryland
Technology Literacy Standards for Students and
the Maryland Technology Standards for School
Administrators (draft), standards that are
critical if we are going to ensure that our
students have the present and future they
deserve. Jayne Moore Director of Instructional
Technology and School Library Media Maryland
State Department of Education
13
The MTTS Online website is a powerful tool for
helping teachers and other key stakeholders
understand what our state standards really mean.
The video components, in particular, help our
professional development team members share
concrete examples of how technology benefits
learning and teaching. I wish you could see the
enthusiasm of our technology coordinators and
teachers when they visit this site! To help
promote its use, we now link to it from the
Standards area of our Instructional Technology
website.  Sheila LoCastro, Instructional
Technology Specialist Prince Georges County
Public Schools
14
In 1998 when I began providing technology
professional development, computer labs stood
empty and school secretaries dusted their
keyboards. Now, teachers fight for the labs and
secretaries cringe when the lights flicker dust
doesnt have time to settle on those keyboards
anymore!  Colleen Eisenbeiser Director, TEACH
Institute Anne Arundel Community College
15
The PT3 Grant at Goucher College resulted in
upgraded technology courses, documented student
work in electronic portfolios, and 95 of
students obtaining a proficient score on their
use of technology in instructional units and
assessment. Phyllis Sunshine Director, Graduate
Programs in Education Timothy Dangel Program
Evaluator Goucher College
16
As part of our work with the PT3 project, Johns
Hopkins University continues to prepare
pre-service teachers with high level professional
development opportunities focused on data-driven
decision-making to inform instruction and the
integration of assistive technology to increase
access of students with disabilities to the
general education curriculum. Resources used to
help teachers effectively plan instruction for
all students are the Class Profile Matrix and an
Assistive Technology Considerations
Module. Linda Carling Program Coordinator for
Research and Development Johns Hopkins
University Center for Technology in Education
17
"The MTTS Standards have been fully merged into
the secondary education certification program as
part of course activities that allow students to
demonstrate proficiency in the standards without
increasing course activities. Students in the
secondary education program take a Technology
Survey that was developed as part of the grant at
the beginning, middle, and end of the program to
assess the student's perception of his/her
technology skills. Merrill E. Fisher Associate
Professor and Coordinator of Secondary
Education Hood College
18

• At Wor-Wic Community College, the PT3 grant
  funded a position to
• help establish and organize a learning
  environment for
• students to develop computer skills
• coordinate an introductory computer course
  required for
• many programs, including all education
  transfer degrees
• identify needs for technology training and
  assessing students
• technology skills using skills assessment
  software
• This position was supported by the grant for
  three years and later converted to a full-time
  position with the college. Also, because of the
  grant funding, we were able to add a project to
  the introductory computer course that guided
  students in creating web sites to communicate
  electronically to a specific audience.
• Ricki Harrington, Associate Professor of Office
• and Computer Studies
• Wendy Postles, Computer Lab Coordinator
• Wor-Wic Community College

19
"The PT3 project had a lasting impact on our
program at the University of Maryland, College
Park.  Our involvement in PT3 helped us to
examine, evaluate and further improve our early
childhood teacher education program in the area
of technology.  The work that our team did with
PT3 has become a transparent part of our program
and has been effectively institutionalized.  On a
personal note, I thoroughly enjoyed my experience
with the PT3 project.  It was very rewarding to
work with such exceptional educators from across
the state."  Lea Ann Christenson ECE PDS
Coordinator University of Maryland, College Park
20
Since the introduction of the Maryland Teacher
Technology Standards and performance assessments,
Educational candidates have increased their
knowledge and proficiency in using technology in
education.   The candidates at Villa Julie
College have become more aware of the value of
integrating technology when planning for and
teaching digital students as well as increasing
their own skills in using technology for their
professional goals and for life long
learning.   Bonnie Kuncl Adjunct Professor,
Dept. of Education Villa Julie College
21
The Maryland Teacher Technology Standards help
to ensure that all students and teachers are
effective users of ideas and information by
setting goals and describing the skills required
to achieve them. Gail Bailey Director, School
Library Media Programs Montgomery County Public
Schools
22
Some grant projects accomplish what they set out
to do. Few, however, actually exceed those
expectations. PT3 is one of those rare
exceptions. The Maryland Consortium has shown
what outstanding, visionary leadership and
dedicated, talented partners can accomplish.
What a significant contribution the Consortium
has made to the effective use of technology in
Maryland classrooms! Barbara Reeves Assistant
Coordinator of PT3 Maryland State Department of
Education
23
PT times 3     Powerful technology            
            Peerless teaching              
          Positively
terrific!!  The MACRO Evaluation Team Helene
Jennings, Vice President Edith Stevens, Senior
Project Manager Kate Rohrbaugh, Senior Project
Manager
24
If technology is the future, the future is now.
 PT3 represents the best in grants potential
developing and disseminating best practices that
have a direct impact on teaching and learning.
 Congratulations and thanks are due the many
participants in this tremendously successful
consortium, for their work will continue well
beyond the conclusion of this grant.   John E.
Smeallie Assistant State Superintendent Division
of Certification and Accreditation Maryland State
Department of Education