Secondary English teachers’ technology proficiencies and a technology training model for English teachers

The capacity for professional development sometimes starts from individual needs. In other cases, it originates from societal change and requests. As technology redefines education and society, the effective use of new technologies becomes an urgent need and challenge for many school teachers. This study investigated the technology proficiency of eighty-two secondary English teachers who enrolled in the intensive in-service English teacher training program at K University. The initial survey intended to discover their needs and goals for a technology course as well as their technology proficiency levels. Frequency analysis and ANOVA were conducted using SPSS 18. The teachers’ technology proficiency and needs widely varied. Based on previous research and the survey, a technology teacher training course was designed. After experimenting with the curriculum developed in the study for two terms, the study made suggestions for those who intend to offer similar courses in the future.