Teachers’ Perceptions of the Effectiveness of a Blended Learning Approach for ICT Teacher Training

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Mouzakis, C. (2008). Teachers’ Perceptions of the Effectiveness of a Blended Learning Approach for ICT Teacher Training. Journal of Technology and Teacher Education, 16(4), 461-482. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24384.

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 16, Issue 4, October 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Author

Charalambos Mouzakis, Department of Primary Education, National and kapodistrian University of Athens, Greece

Abstract

The survey presented in this article examines teachers' perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece. A total of 51 primary and secondary education teachers participated in the study, immediately following the blended training course. Data were gathered using both quantitative and qualitative research techniques such us a questionnaire, a semi-constructed interview, and a focus group discussion. Five main scales, based on the current online and blended learning literature, were identified to assess the effectiveness of the blended training process. These scales were (a) the learning process, (b) the facilitator's support, (c) the material, (d) the collaboration, and (e) the technology. In addition, a scale of satisfaction was included to measure the overall teachers' perception of the course effectiveness. The findings indicated that the teachers were satisfied with both their participation to the course and the knowledge they acquired from the training. The results also emerged a number of issues that would improve the effectiveness of the EPICT course.

Keywords

• Training
• Evaluation
• Collaboration
• Teachers
• Information Communication Technologies

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