49). Teachers are at different stages in technology and not all will be quick to adopt and integrate emerging technologies into professional development (Prensky, M., 2008, p. 57). Adults and teachers are perhaps one of the most difficult groups of people to accept change and require multiple professional development opportunities and classroom practices before implementation can be considered successful (Prensky , M., 2008, p. 65). For this reason, professional development coupled with technology-savvy educators can be key to breaking down barriers related to using technology in the classroom. Technology expert educators already in the building can be crucial to eventual technology integration as a school (Prensky, M., 2008, p. 74). These teachers can not only contribute to the school's professional development plan, but can also play a vital role in providing the necessary momentum for technology integration. According to Prensky (2008), “rely on a few innovative technology teachers to create the desire and interest necessary to bring everyone on board (Prensky, M., 2008, p. 84). » While Prensky makes a point of using these teachers for technology initiative, O'Neil (2000) argues that a school must be careful not to create an environment in which these technology-savvy teachers are considered under a negative day because of their knowledge, but rather an additional resource or guide in technology education (O'Neil, J., 2000, p. 8). In