Kirkpatrick’s model

Kirkpatrick’s Model

Done by:Abeer AL Maawali\82910Amal AL Hosni\82931

Evaluation of an

In-service

Teacher Training

Program for ICT

Integration

Evaluation of an In-service Teacher Training Program for ICT Integration

Model used in the study:

The evaluation framework is based on

Kirkpatrick's Four Levels Training

Evaluation Model.

Purpose:

The objective of this study is to evaluate

a nationwide implemented teacher

professional development program in

Taiwan.


Level 1: Reacted to the training

The aim of this level is to know whether the intended

curriculum is successfully delivered in the training. In the end-

of-training questionnaire, shows more than 96% of the

teachers rated all four items either excellent or good. That is ,

the teachers considered the training focused on ICT

integration, providing teaching strategies, illustrating effective

use of ICT, and offering opportunities to collaborate with other

teachers. It shows that the train-the-trainer model seems to be a

feasible implementation model.


Level 2: Learned from the training

One way to look into what teachers learned from the training is to compare what they know (or feel) before and after the training. In the end-of-training questionnaire, the teachers were asked to assess their own readiness for using ICT in teaching before and after they received the training. The results show that most teachers rated their readiness one level up on each item after the training.


Level 3: Changes after the training

o Several questions in the benchmark survey investigate how teachers changed their behaviors on using ICT after the training.

o It is obvious that the training did not bring changes to some teachers in preparing for and in conducting their teaching.


Level 4: Impacts on schools and beyond

o It is a great success of the training program that the trained teachers have impacts on schools and beyond. Several questions in the benchmark survey may provide a window to see how the impacts might be.

o Many teachers changed in the way that they were interacting more with other teachers, assisting in ICT integration, and collaborating in developing ICT integrated lesson. Although the present data imply that some teachers might impact their schools via interacting with colleagues or involving in school activities, it tells us nothing about what the impacts really were and why the impacts happened.


Findings:

o The majority of the participated teachers were satisfied with the training program and considered it helpful for integrating technology into their instruction.

o After completing the training, a high percentage of the participated teachers had been doing more ICT related activities in preparing for teaching, in conducting student activities in classroom, and in interacting with colleagues and schools.


Reference :

www.editlib.org/d/12012/proceeding_12012.pdf


http://www.editlib.org/d/12012/proceeding_12012.pdf

Kirkpatrick’s model

Education

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