A study by Cohen and Hill
(2001) found that policies were most effectively implemented in classrooms where teachers had extended opportunities to learn policy-related materials. Rather than general reviews of policy statements or discussions of their implications, the most effective teacher-development experiences were concrete, content-specific, and instructionally useable practices directly connected to policy.

Consequently, ICT policy implementation can best be assured when teacher professional development includes specific skills and tasks that incorporate ICT into their everyday classroom practices and explicitly connect these practices to ICT and broader education policies.'

Extracted from: Kozma, R. (in press). Comparative analysis of policies for ICT in education. In J. Voogt and G. Knezek (Eds.) International handbook of information technology in primary and secondary education. Springer: New York.

Even though the passage states that ‘general reviews of policy statements or discussions of their implications’ does not provide the most effective teacher development experience, it is in fact the starting point.