Prior to this decade, best practices for technology as a component of professional development/continuing education did not exist to the extent that it does today . In education, the term “best practices” refers to an abbreviated emblem of thoughtful, thoughtful, informed, responsible, and cutting-edge teaching (Zemelman, Daniels, & Hyde, 2005). Because technology is rapidly evolving in ways that encourage innovation and discovery, best practices that were appropriate for the traditional classroom are no longer feasible with a new generation of students raised in a “tech-savvy” society. To prepare educators to meet the needs of millennial students, professional development and continuing education must include technology to meet 21st century demands. Professional development refers to the formal and informal learning experiences and processes that lead to deeper understanding and improvement in practice (Broad & Evans, 2006). The use of technology for professional development of teachers can be classified in three ways: a delivery system that provides information to improve pedagogy and content mastery, a focus of study that develops teachers' abilities to use specific tools and a catalyst for new forms of teaching. and learning (Gaible and Burns, 2005). One of the most important elements of the professional development process is instructional change (Villegas-Reimas, 2003). As changes occur in our education system, teachers need to learn about best practices for integrating technology into the curriculum because the use of technology is essential in teaching in classroom and in professional practice. Professional development opportunities are available for em... ... middle of document ......e information on integrating technology into the curriculum by taking a self-directed approach. These professional development opportunities are less formal and self-guided to meet the individualized needs of students. Ideally, these approaches are beneficial in helping teachers, school leaders and support staff integrate and implement strategies and best practices; however, success and learning depends on a combination of the approaches listed above. While it is clear that the NYCDOE is trying to provide school leaders, teachers, and support staff with professional development opportunities, some changes need to be made in order to support more people. innovative ways to integrate technology. The National Staff Development Council (NSDC) recommends that 25% of professional development time be spent learning and collaborating with colleagues (NSDC, 2006).