Planning, implementing and evaluating training activities for the educational use of digital technologies: a design proposal for in-service teachers

Abstract

The paper presents a proposal and an example of designing training activities for in-service teachers on the educational use of digital technologies. It also describes the planning, implementation, and evaluation. Backward design (Understanding by design) inspires the planning, while Bloom’s Revised Taxonomy and the Technological Pedagogical Content Knowledge (TPACK) framework complement it. The implementation considers the elements identified, in the literature and by teachers, as characterising effective teacher Continuous Professional Development (CPD). The evaluation takes the Evaluative Research perspective, the Guskey’s evaluation model inspires it, being multi-levelled and adopting a multi-method strategy characterises it. Finally, a CPD training experience concretely realised, with lower and upper secondary school teachers, what the paper presents