Introduction Despite the fact that nowadays novice teachers have more access to technology than their colleagues

in earlier ages, they still fail at integrating it into classroom learning. Only 39 percent of teachers report "moderate" or "frequent" use of technology as an instructional tool (Grunwald Associates, 2010). The rationale behind all this is, seemingly, that teachers may feel overwhelmed by demands of testing; they may underestimate the value of technologies and their inclusion in instruction in their particular content area; they may work at institutions where principals do not understand how to use them in the classroom, thus, they do not encourage its implementation; and the kinds of software that are the helpful in instruction are not always the types of applications students know howor wantto use. Although integrating the use of technology for educational purposes is one of the most common professional development tasks, only 43 percent out of the 50 percent of the teachers who were trained in this field during the past year (NEA, 2008) consider the use of it as useful or very useful, claiming that the training they are provided is still focused on how to use the software instead of how to make it worth in favour of a learning experience. Why is it that teachers do not use technology other than using projectors and cameras during classes to show students contents of lessons? Even though we have been having access to technology for 25 years, we still do not know how to use it as a tool in teaching and learning, nor we have trained our teachers in its further use to turn it into a technology-related professional development endeavour.

Back to the drawing board: the 5 js The five Js is a professional framework, developed in the 1990s by the Austinbased educational organization. The 5 js are: a. job-related; b. just enough; c. just in time; d. just in case; e. just try it. Moreover, 150 teachers were successfully intervened with the approach to integrate technology within instruction and assessment, and almost all of them moved from low constructivist to high constructivist; all of them used tripled after two years (Dimock, et al., 2000). On the other hand, in Indonesia, the education Development Center, recently concluded two pilot-technology coaching where approximately 280 teachers introduced one computer in their lesson, as part of a learner-centered activity. The EDCs used the 5 js approach as their playbook. It might be worth to go back the the 5 js, and to consider how we might improve technology-based professional development and support for teachers. Beyond Skills Training: A Theory of Action The value of the 5 Js is in organizing best practices in professional development under a simple mnemonic device that helps educators focus on essential practices that promote quality implementation of an innovation. The approach is based on two premises: 1. Technology can promote better instruction, greater student collaboration and

student learning if it is used tied to curricular goals and assessment, and inserted in instructional techniques. 2. Professional development can promote quality technology integration and

learning by minimizing the importance of computers within professional development and concentrating instead on the core areas of teaching.

Technology related professional development of the teacher should be:

 Job-Related Just Enough Just in Time Just in Case Just Try It Job-Related The teacher's primary role is to help students understand particular subject matter. The focus of any computer-related professional development should be on how computers can improve performance in these core areas of the teacher's "job." -Begin with instructional objectives -Select appropriate technologies to support these objectives. -Measure the effectiveness of technology in student learning -Make professional development workplace-based. Classroom-based professional development keeps technology instructors honest. If teachers can't use technology a certain way given their physical or demographic constraints, technology instructors need to know so they can better support teachers with implementation. Just enough It focuses on comfort rather than on proficiency when using technology within a curriculum activity; for this, teachers only need to know "just enough" to help students complete the activities, and the understanding of the softwares instructional possibilities. They are also encouraged to find their own solutions for instance, by seeking help from colleagues or reading the FAQs. Just after this fail, there will be need of a technology instructor to help the teacher. The second principle of "just enough" encompasses hardware access. The "just enough" principles says whatever the in-class ratio of learners to computers is, it must be the same in the professional development sessions. The sessions then focus on activities that emphasize collaboration and sharing of resources.

Just in Time Professional development should support teachers' learning just in time when they are ready to both learn and apply what they've learned with students. The "just-in time" approach has three main corollaries. Teachers, like students, have different learning needs and preferences. A just-in-time approach attempts to differentiate the instruction and support teachers receive so they can tailor instruction to particular students. As the teacher plans to pilot her new instructional activity with students, the coach should provide "just-in-time" support-whether it's observation and feedback, support as an assistant, or support as a co-teacher. Reduce latency which which is often a major issue in professional development. Too much time elapses between teacher learning and implementation of learning. By providing professional development close to the point of classroom implementation, this lag time and loss of learning is reduced.

Just in case This approach enhances teachers to have a contingency plan towards the use of technology. This issue relies on the fact that by the time of using technology, the class weaknesses like control of students, grouping, or the lack of expertise teachers may have are exposed.Therefore, it can fail like other tools and teachers should be also prepared for that. Hence, teachers are encouraged to take into account all the issues that may affect the learning process, and plan carefully what to do. Even if the issues aforementioned are not present, teachers must be aware that technology is a tool for learning. Just Try it As its name says, it implies that the application and use of technologies into the classroom as a learning tool must be done. If it is not, all the process is a waste of

money, efforts, and time. It focused on getting teachers involved on it . But, it is not only requiring them to be involved. This J also focuses on monitoring (controlling, giving feedback, and supporting). For ensuring that teachers apply technology in their classroom the four Js mentioned before need to be done. First, telling teachers that Technology is a tool that must be supported by lesson objectives (job-related). Secondly, You should have the knowledge enough for helping out your students (just enough). Next, you should take and give your time for the learning process (just in time). And finally you should have a contingency plan for any unexpected problem that might emerge (just in case).