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EDUCATION EVALUATION
Teacher Professional Development
End of Training Survey
This survey is designed to capture teachers' perceptions of the quality of the training and how well it prepares them to use what they have learned in their classrooms.
The research methodology context
The key findings about the quality and impact of the Intel Teach Program are derived from data collected and analyzed by the Center for Children and Technology from its two global surveys: the End of Training survey and the Annual Impact survey.
Annual Impact Survey
This survey collects two types of data: data about the extent to which program participants have incorporated what they learned into their actual classroom practice, and data about participants' access to technology in their schools.
Intel® Teach Evaluations, Case Studies, and Reports
| Reports, case studies, and white papers | Program | Source | Date |
|---|---|---|---|
| White Paper:
The Positive Impact of eLearning—2012 UPDATE EXECUTIVE SUMMARY (pdf, 300 KB)
Studies indicate that ICT-enhanced learning can benefit students, teachers, families, societies, and economies. This paper summarizes some key research findings, to help educational leaders identify relevant eLearning benefits and make judicious decisions as they develop their eLearning strategies. To further aid in planning, we share findings relating to the challenges of eLearning implementation, and provide a bibliography for additional reading. |
Intel Teach Program |
Intel | February 2012 |
| White Paper:
Jumpstarting 21st Century Learning (pdf, 1.9 MB)
Researchers have established a definitive causal link between a school system’s engagement of K12 students in higher order thinking and complex problem solving with higher economic viability. Thus, it is imperative that educators’ practices shift toward deeper engagement of students in relevant, intellectually stimulating challenges. |
Intel Teach Program |
Metiri Group | January 2012 |
| Report:
Ten Years of Evaluation: Intel® Education Initiatives (pdf, 452 KB)
For over a decade, Intel‘s philanthropic educational initiatives have provided millions of teachers and students around the globe some of their first experiences with the principles and practices of progressive education. By virtue of Intel‘s programming, for example, teachers have developed lesson plans for implementing project-based learning, teens have created multimedia presentations on social issues that matter to them, student groups have discovered ways of representing content-specific data and ideas using novel online tools, and school administrators have assessed learning outcomes based on rubrics applied to student-designed products instead of tests focused on information recall. |
Intel Learn Program and Intel Teach Program |
EDC/CCT and SRI International | August 2011 |
| Report:
Evaluation of the Intel® Teach Program Essentials Course – 2011 Update (pdf, 291 KB)
This update study was initiated to follow up with the program’s benchmark success indicators to understand the program's impact on the teaching practices of teachers trained in the Intel Teach Essentials course. |
Intel Teach Essentials Course |
Education Development Center, Inc. (EDC)/ Center for Children and Technology (CCT) | June 2011 |
| White Paper:
The Role of ICT in Enhancing Education in Developing Countries: Findings from an Evaluation of The Intel® Teach Essentials Course (pdf, 218 KB)
This paper examines the influence of the information and communications technology (ICT)-focused professional development program—the Intel® Teach Essentials Course—on classroom learning environments in six schools in Chile, India, and Turkey. |
Intel Teach Essentials Course | Education Development Center, Inc. (EDC)/ Center for Children and Technology (CCT) | September 2009 |
| Case Study: A First Look at the Intel® Teach Getting Started Course: Impact on Teachers' Knowledge and Skills in Five Countries (pdf, 1,341 KB)
As part of a formative evaluation of the initial deployment of the program, researchers interviewed educators in five countries where Getting Started was implemented in 2007 to understand what Participant Teachers (PTs) think of the course, whether it has enabled them to use ICT more, whether it is filling a relevant need in their countries, whether PTs see the value in the new teaching methods, and how they follow up on training when they are back in their schools. |
Intel Teach Getting Started Course | EDC and SRI International | May 2008 |
| White Paper: Preparing Future Teachers for 21st Century Learning: Partnerships that enhance the capacity of pre-service education (pdf, 186 KB)
This paper focuses on a pre-service program designed to equip future teachers for their role in preparing students to live in a changing world. It draws from a three-year study of the Intel® Teach Program Essentials Course, pre-service curriculum, conducted by evaluation teams in 10 Asia Pacific countries and coordinated by Deakin University, Australia. In particular, it highlights the positive impact of the Essentials Course on teacher education institutions, teacher educators, pre-service teachers, and new teachers who completed the program during their pre-service training. It also identifies the factors that underpin success. |
Intel Teach Essentials Course, pre-service curriculum | Carol Oakley Deakin University Faculty of Arts and Education Centre for Educational Leadership and Renewal Australia | April 2008 |
| Summary Report: Evaluation of the Intel® Teach Program Essentials Course Pre-Service Curriculum (pdf, 74 KB)
This three-year study of pre-service institutions in seven Asia-region countries was initiated to gain understanding of the program's impact on the teaching practices of teachers trained in a pre-service course and the factors that facilitate and hinder effective implementation of the Intel® Teach Essentials Course in pre-service education. |
Intel Teach Program (pre-service) | Deakin University Faculty of Arts and Education Centre for Educational Leadership and Renewal | March 2008 |
| Report: Intel® Teach Affiliate Case Studies:
Promoting Statewide Professional Development (pdf, 380 KB)
This report presents findings from evaluation research on the Intel® Teach Affiliate (ITA) management structure. EDC/CCT conducted case studies of ITAs in six states to investigate how the new ITA structure was working toward achieving goals related to systemic reform, educational technology use, and, ultimately, improvements in student achievement. |
Intel Teach Program | EDC/CCT | January 2008 |
| Report: Evaluation Summary: Intel® Teach and Intel® Learn (pdf, 221 KB)
Evaluation results suggest these programs hold the potential to transform learning environments, enhance teacher capacity to use student-centered pedagogical practices, and use ICT in pedagogically appropriate ways. |
Intel Learn Program and Intel Teach Program | EDC/CCT and SRI International | June 2007 |
| Report: Training Teachers Across a Diversity of Contexts: An Analysis of International Evaluation Data on the Intel® Teach Essentials Course, 2006 (pdf, 483 KB)
Analysis of global impact data looks at the effectiveness of the program in differing local contexts. |
Intel Teach Essentials Course | EDC/CCT | January 2007 |
| Report: Impact of the Intel® Teach Essentials Course on Teachers' Instructional Practices and Uses of Technology (pdf, 41 KB)
Abridged version (six pages) of the report Intel® Teach Essentials Instructional Practices and Classroom Use of Technology Survey Report (full report below). |
Intel Teach Essentials Course | EDC/CCT | January 2007 |
| Report: Intel® Teach Essentials Instructional Practices and Classroom Use of Technology Survey Report (pdf, 1.96 MB)
Provides analysis of results from the 2006 Instructional Practices and Classroom Use of Technology Survey. |
Intel Teach Essentials Course | EDC/CCT | September 2006 |
| Report: Preparing Teachers for the 21st Century Classroom: Current Findings from Evaluations of the Intel® Teach Essentials Course (pdf, 184 KB)
An analysis of the 2005 global data set with a focus on policy contexts that support the ability of teachers to follow up on and implement what they learn in the program. |
Intel Teach Essentials Course | EDC/CCT | January 2006 |
| Report: Formative Evaluation of the Intel® Teach Program Thinking with Technology Course (U.S.) 200 (pdf, 1.92 MB)
Presents findings from a formative evaluation of the Thinking with Technology course. |
Intel Teach Thinking with Technology Course | EDC/CCT | January 2006 |
| Report: Essentials Course Q3, 2005 International Summary Report (pdf, 1.70 MB)
Summarizes the End of Training survey results for 2005, Quarter 3. |
Intel Teach Essentials Course | EDC/CCT | April 2005 |
| Report: Master and Participant Teacher Essentials Course End of Training Survey Summary (pdf, 1.24 MB)
Summarizes the End of Training survey results for 2005, Quarters 1 and 2. |
Intel Teach Essentials Course | EDC/CCT | January 2005 |
| Report: Intel® Teach Program Leadership Forum Evaluation Report (pdf, 741 KB)
Presents findings and recommendations from formative research on the Leadership Forum Pilot program, designed to support school- and district-level administrators in their efforts to plan and implement technology integration and professional development in their schools. |
Intel Teach Leadership Forum | EDC/CCT | January 2005 |
| Report: Intel® Teach Program Leadership Forum: Formative Research (pdf, 733 KB)
Explores findings from formative research on the Leadership Forum Pilot, designed to support school- and district-level administrators in their efforts to plan and implement technology integration and professional development in their schools. |
Intel Teach Leadership Forum | EDC/CCT | December 2004 |
| Report: Intel® Teach: Meeting the Challenge of No Child Left Behind (pdf, 619 KB)
Explores how the Intel Teach professional development program meets the requirements of the No Child Left Behind Act of 2001 (NCLB). This report was prepared by Leslie Harris Associates and EDC's Center for Children and Technology. The report draws from the policy expertise of Leslie Harris and evaluation research conducted by CCT. |
Intel Teach Essentials Course | EDC/CCT | August 2004 |
| Report: Intel® Teach U.S. Implementation 2004 End of School Year Survey Summary (pdf, 774 KB)
Presents results from an End of School Year survey administered to Master and Participant Teachers in the Classic and Expansion versions of Intel Teach. This report compares survey data from Classic and Expansion program participants on the following topics: teaching backgrounds and professional roles, program impact on teachers' use of technology, program impact on participants' teaching practice, and factors associated with rates of implementation. |
Intel Teach U.S. Survey Data Reports | EDC/CCT | August 2004 |
| Report: Intel® Teach U.S. Implementation Cumulative Participant Teacher End of Training Survey Data (pdf, 704 KB)
Summarizes responses of Participant Teachers to questions in a program application form and a survey administered at the conclusion of every Intel Teach Classic training in the United States between July 2000 and December 2003. |
Intel Teach U.S. Survey Data Reports | EDC/CCT | March 2004 |
| Report: Formative Evaluation of the Intel® Teach Pre-Service Program: U.S. (pdf, 1.01 MB)
Describes and analyzes a formative study of the U.S. Pre-Service Program. |
Intel Teach Pre-Service | EDC/CCT | October 2003 |
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