This study addressed two types of delivery methods for professional development in educational technology. Face-to-face and online professional development sessions were held in a rural elementary school, located in Western Kentucky, with the purpose of teaching strategies for implementing educational technology. The researcher gave pre and posttests to measure the frequency of educational technology use, the depth of the technology implementation, the attitudes that educators' had towards educational technology, and teacher's self-efficacy with technology. The treatment group received five sessions of online professional development, while the control group received equal content in a face-to-face format. Findings showed that teachers in both group made significant positive progress in all tested areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]