A Program Planning and Evaluation Model for Training Teacher Educators on the Use of Technology in the Classroom

A Program Planning and Evaluation Model for Training Teacher Educators on the Use of Technology in the Classroom

Allen M. Mathende, Jonathan Chitiyo
DOI: 10.4018/978-1-6684-2468-1.ch018
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The chapter presents a program planning and evaluation model that can be used in training educators to integrate and increase the use of instructional technology in the classroom. The Instructional Technology Classroom Professional Development (ITCPD) Program Planning and Evaluation (PPE) model is a two-phase model that involves the initial training of trainers followed by the trainees transferring their knowledge to peer educators. Phase 1 is a modified interactive model with four components: needs assessment, program planning, program implementation, and evaluation. The center of the model simply represents the desired goal of planning the program. Phase 2 is presented through a logic model that has five components: assumptions, inputs, activities, output, and outcomes. The developed model's phases are interconnected as they feed from each other. The outcomes and needs assessment in one phase will inform the other. Goals and objectives are not fixed as such should be developed for every distinct cycle.
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The use of technology has become an integral part of our everyday life and calls for educators to adopt its use in the classroom. The use of technology in the classroom provides a number of benefits to both teachers and students. When technology is incorporated in students' learning, it has the potential to deepen the student’s engagement in meaningful and intellectual authentic learning (Howland et al., 2012). The current generation of students is growing in an era where technology is being used daily for purposes of web surfing, texting, social networking, interactive games, and many more ways (Raman & Yamat, 2014). n addition, the recent COVID-19 pandemic required learning institutions across the globe to suspend face-to-face instruction and transition to online learning. As a result of constant interaction with technology, students have become dependent on it, and it would be fitting for teachers to be adequately prepared to incooporate the use of technology in their teaching (Department of Education, 2019; Groff, 2013).

During the last two decades, policymakers across the globe have shown a renewed commitment to promoting the use of technology in student learning (Collins & Halverson, 2018; Ra et al., 2016). Several countries have developed educational policies to promote the integration of technology in education. Technology use in the classroom is believed to provide hands-on learning opportunities, the ability to collaborate with their peers, improved achievements, and the ability for students to retain more information (Costley, 2014; Domalewska, 2014; Francis et al., 2017; Spears, 2012). These factors combined can lead to a positive impact on students' learning and motivation.

Given the positive impact technology integration can have on students, educators are encouraged to integrate technology into their teaching. Across the globe, educational ministries are funding a number of programs and inititiatives that promote the use and integration of technology in students learning. Trends in education have shown a significant shift in teacher centered learning to learner-centered and constructivist learning. For example in Turkey, a draft program was implemented in 2017 and emphasized the use of educational technologies to promote learner-centered instruction (Uslu, 2017). Instructional technologies are believed to be helpful to support students’ abilities to access, process, and present information, solve problems, and communicate with peers. Although gorvenments across the globe are empahasizing the integration of technology in students’ learning, research indicates that a number of teachers still feel unprepared to integrate technology in their teaching in meaningful ways (Instefjord & Munthe, 2016), and engage in complex processes (Tondeur et al., 2012) so as to promote more learner-centered instruction.

In this chapter, the authors propose a training model that can be used to increase teacher competency and use of technology in the classroom. The model was developed by the first author and is called the Instructional Technology Classroom Professional Development Program (ITCPD) Program Planning and Evaluation (PPE). The model was developed to have a multiplier effect on professional development that is offered to teachers with the hope of increasing technology integration in teaching and learning. After the development of the model, a collaborative effort was taken to develop ways of evaluating the effectiveness of this model when it is being implemented. Throughout this chapter, the model will be referred to as ITCPD.

Figure 1.

The ITCPD PPE model-Phase 1


Key Terms in this Chapter

Program Planning: A systematic process of developing elements that interact and interrelate with each other to achieve some desired goals. It is the process of bringing about planned change.

Stakeholders: Refers to parties that are interested in the program and can be affected by the outcomes of the professional development program. Typically in such a program, parties to be considered include policymakers, the ministry of education, elected officials, business leaders, parents, and the students.

Logic Model: Are program planning tools that define the inputs, outputs, outcomes of a program in order to explain the thinking behind program design and show how specific program activities lead to desired results. Evaluation can be conducted for each of the components of the logic model to ensure the maximum success of the program.

Professional Development: Refers to continuing education and career training provided to personnel after they have entered the workforce in order to help them develop new skills, stay up-to-date on current trends, and advance their career. Educators need continual education on emerging technologies to help them integrate them into their everyday work.

Evaluation: The process used to determine whether the design and delivery of a program were effective and whether the proposed outcomes were met. This process is done throughout the program planning and implementation processes to ensure the program is working according to plan.

Interactive Model: A program planning model that does not have a real beginning or end. Program planning conducted using this model is a negotiated activity between and among all the the stakeholders in the project. All the elements in the model work together to influence the outcome of the program.

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