49).” Teachers are at different stages when it comes to technology and not all will be ready to embrace and integrate emerging technologies into PD (Prensky, M., 2008, p. 57). Adults and teachers are perhaps some of the most challenging groups of people to embrace change and need multiple opportunities and practice of PD in their classroom before implementation can be considered a success (Prensky, M., 2008, p.65). For this reason, PD paired with technology-savvy educators can be critical to breaking the barrier of using technology in the classroom. Technology-savvy educators already in the building can be crucial to the eventual integration of technology into the school (Prensky, M., 2008, p. 74). These teachers can not only contribute to the PD plan for the school, but they can play a critical role in providing the momentum needed for technology integration. According to Prensky (2008), “rely on a few technology-innovating teachers to create the envy and interest needed to get everyone else on board (Prensky, M., 2008, p. 84).” While Prensky places great emphasis on 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 viewed in a negative light due to their knowledge, but rather an extra resource or guide in teaching technology (O'Neil, J., 2000, p. 8). In