This document evaluates an in-service teacher training program for integrating information and communication technology (ICT) using Kirkpatrick's four-level training evaluation model. At level 1, over 96% of teachers rated the training positively. At level 2, teachers' self-assessed readiness for using ICT in teaching increased after the training. At level 3, many teachers reported changes in how they prepared and conducted lessons integrating ICT. At level 4, the training impacted schools by increasing teacher collaboration around ICT integration, though the specific impacts were unclear. Overall, the majority of teachers were satisfied with the training and used more ICT in their instruction after completing it.

1. Evaluation of an In-service Teacher Training Program for ICT IntegrationKirkpatrick’s ModelDone by:Abeer AL Maawali\82910Amal AL Hosni\82931

2. Evaluation of an In-service Teacher Training Program for ICT IntegrationModel used in the study:The evaluation framework is based on Kirkpatrick's Four Levels Training Evaluation Model.

3. Evaluation of an In-service Teacher Training Program for ICT IntegrationPurpose:The objective of this study is to evaluatea nationwide implemented teacher professional development program in Taiwan.

4. Evaluation of an In-service Teacher Training Program for ICT IntegrationLevel 1: Reacted to the trainingThe 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.

5. Evaluation of an In-service Teacher Training Program for ICT IntegrationLevel 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.

6. Evaluation of an In-service Teacher Training Program for ICT IntegrationLevel 3: Changes after the trainingSeveral questions in the benchmark survey investigate how teachers changed their behaviors on using ICT after the training.

7. It is obvious that the training did not bring changes to some teachers in preparing for and in conducting their teaching.Evaluation of an In-service Teacher Training Program for ICT IntegrationLevel 4: Impacts on schools and beyondIt 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.

8. 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.Evaluation of an In-service Teacher Training Program for ICT IntegrationFindings:The majority of the participated teachers were satisfied with the training program and considered it helpful for integrating technology into their instruction.

9. 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.Evaluation of an In-service Teacher Training Program for ICT IntegrationReference :www.editlib.org/d/12012/proceeding_12012.pdf