Background: The literature contains very few studies that focused on evaluating the impact of professional development activities on student learning. And, many of these studies failed to determine whether the professional development activities met their primary goal--to improve the learning process. Purpose: The purpose of this study was to use the current literature to determine the characteristics of evaluation activities used to assess professional development that focus on the integration of instructional technology into teaching practices. The primary goal was to propose a high-quality model to evaluate the impact of educators' professional development on student learning. Method: A content analysis was done to gather data. The study focused on 20 purposefully selected, published studies, involving more than 10 participants each, and completed between 1998 and 2008. Results: The study found that about 65% of researchers used questionnaires or interviews to measure the impact of professional development activities, about 20% used pre/post tests and 15% used case studies. Other methods included journaling, videotaping and focus groups. The evaluations focused mainly on measuring the impact of the training on teachers' perceptions of their competence, their integration of the new skills into their curricula or their self-efficacy. None of the studies focused on measuring student learning after teachers' professional development. Conclusions: Most of the professional development evaluations failed to go beyond the assessment of the participants' perceptions, focusing on tangential elements such as logistics and satisfaction with the training. Recommendations: The study recommends that the evaluation of professional development activities focus on student learning instead of participants' satisfaction or self-efficacy. It proposes a five-step model to help ensure that this is done. Implications: Business educators are encouraged to use the proposed when planning and assessing professional development activities related to the integration of instructional technology into teaching practices. The model offers the opportunity to more effectively evaluate information technology professional development initiatives. (Contains 1 table and 2 figures.)