An in-service training program proposal to improve teachers' technology integration skills

This research was conducted to determine the educational needs of teachers regarding technology integration, to develop an in-service training program in line with the identified needs, and to get teachers' opinions regarding the implemented program. The study is a mixed method research in which quantitative and qualitative methods were used together. During the needs analysis process of the study, main need areas were determined within the scope of technology integration, and these need areas were evaluated with a large group of teachers and prioritized. The prioritized need areas were re-evaluated in the focus group interview held with the study group where the program would be implemented, and the educational needs of the teachers were determined. At this stage, student opinions and existing technological resources were also taken into consideration Two different teacher groups, 214 to determine the current situation and 10 to clarify the needs, and 22 secondary school students participated in the needs analysis process. Data were collected using questionnaire and interview forms. The program was implemented to 10 teachers working in a secondary school affiliated with the Ministry of National Education, and teachers' feedback through the program was obtained after the implementation. Descriptive statistics consisting of percentages and frequencies were used in the analysis of questionnaire data, and the interview data were analyzed with thematic analysis method. According to the results of the study, it was determined that teachers are proficient in the use of basic hardware and software, but they need technology integration knowledge and skills, multimedia design principles and the use of digital tools for different teaching processes. Additionally, the findings reveal that teachers lack proficiency in utilizing and applying what they have learned, demonstrate resistance to innovative technologies, and adopt a teacher-centered approach to technology use. Moreover, it was found that students had a positive attitude towards the use of technology in the learning-teaching process and requested its increased utilization. The existing technological resources examined within the scope of the study were found to be sufficient for the prepared program. An in-service training program consisting of 10 modules was prepared by taking into account the results of the needs analysis. In the program, achievements targeting attitude change along with knowledge and skills are also written. The program was designed in a structure where the use of digital tools and their integration into education were experienced and application-oriented methods and techniques were used. The formative evaluation approach was taken as the basis in the measurement and evaluation processes. Post-implementation feedback revealed that teachers found the program engaging, met their expectations, appreciated the teaching process, and gained awareness regarding technology integration. In this regard, the use of the tools introduced during the training, which were directly utilized within the program, discussions of sample lessons, learning of current and useful tools, understanding the purpose of technology use in education, the fluency of the lessons, and ensuring sufficient interaction and participation were among the most positively evaluated and frequently emphasized themes. Additionally, teachers indicated that they could apply what they had learned, but periodic follow-up systems along with expert and ready-to-use content support were necessary. Furthermore, it was determined that the large number of modules in the program, the insufficient lesson durations, and the barriers to applying the acquired knowledge and skills in practice, such as time constraints and the number of students, were emphasized. Based on the results, recommendations were made for policymakers, practitioners, and further research.