The goal of this exploratory study was to implement and evaluate a Logo inservice model that focused on effective principles of staff development and emphasized Logo problem solving using teacher-mediated intervention strategies. The model was designed to facilitate teacher use of Logo in classrooms. Evaluation of the Logo inservice provided positive support for the Logo inservice approach providing organization, structure, and opportunity for individual exploration. Results measuring change in teacher Stages of Concern (SoC) indicated all participants, except one, made significant shifts to higher stages focusing on using Logo with students. Teacher support for Logo implementation was found showing preference in structured instructional teaching balanced with opportunities for discovery-based learning. Results from teacher self report of mastery of LogoWriter knowledge and skills indicated that participants reported mastery of twenty out of twenty-seven objectives. In addition, results of the LogoWriter Basic Comprehension Test validated these self reports. The study found that a structured Logo inservice appears to be a positive step in promoting future use of Logo in the classroom.
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