Teacher Training for Emerging Educational Technologies

Abstract

Background:
With the rapid advancement of educational technologies, teacher training programs have become essential in preparing educators for the effective integration of these technologies into the classroom. However, the effectiveness of such training programs in enhancing teacher confidence and teaching effectiveness remains unclear.

Objective:
This study aims to assess the effectiveness of teacher training programs for emerging educational technologies by evaluating the relationship between training variables (e.g., duration, type of technology, prior experience) and teacher outcomes such as confidence in using technology and its impact on teaching effectiveness.

Methods:
A quantitative, descriptive, and correlational research design was employed. Data were collected using a self-administered questionnaire with 273 teachers who had recently participated in a teacher training program. The questionnaire used Likert scale items to measure independent variables such as training duration, type of technology, prior experience, and mode of delivery. Dependent variables included teacher confidence and teaching effectiveness. The data were analyzed using descriptive statistics, Shapiro-Wilk tests for normality, Cronbach’s Alpha for reliability, Pearson’s correlation for relationships between variables, and regression analysis to identify predictors of teaching effectiveness.

Results:
The normality test revealed that the data did not follow a normal distribution. The Cronbach’s Alpha was found to be low (-0.125), indicating poor internal consistency of the survey items. Correlation analysis showed weak relationships between variables, while regression analysis revealed that most predictors had minimal impact on teacher confidence and teaching effectiveness. Only one variable, Q15, approached statistical significance.

Conclusion:
The findings suggest that while the teacher training programs have some effect on the outcomes, the survey instrument used in this study requires refinement to improve reliability and validity. Future research should explore additional factors such as institutional support and peer collaboration to better understand the determinants of effective teacher training for educational technologies.