Evaluating an in-service teacher training experience on the educational use of digital technologies: an inferential and content analysis of their experience.

Abstract

The paper presents the research that evaluated a continuous professional development training experience involving 24 secondary school teachers in a private school in Trento. The paper focuses on the quantitative-qualitative evaluation of teachers' reactions toward face-to-face meeting and online activities related to the educational use of digital technologies. The results of inferential and content analyses conclude that the teachers’ reactions were largely positive in process, content, general and overall. The results also corroborate the training choices, consistent with the literature on effective continuous professional development characteristics. Although the overall appraisal was positive, teachers pointed out extrinsic and intrinsic critical elements of the training experience, such as the resources available in the school context, workload, and applicability concerning the discipline to be taught and the age of the students.