1.University of Lisbon Institute of Education Neuza PedroAna Santos Lisbon, PortugalEmail: nspedro@ie.ul.ptEmail: apnsantos@gmail.com

2. ICT, Teachers & Education Digital technologies is a central element of the structure in todays society being able to proficiently use them is considered a vital skill for any citizen of the 21st-century. Its unquestionable the potential in different sectors of professional activities makes technology a powerful tool for solving economic and societal problems and, ultimately, to increase the quality of human life conditions. The youngest, teenagers and children are their main adopters, their natural users. Nowadays, it is confirmed that ICT are widely used in European schools, however, it is difficult to ensure that they are being used with the innovative purpose that were expected. 3. (Todays) Kids are easily attract to newtechnologies like computers, IPAD, smart phones, mainly because they talk the same languagethe language of games and fun,rich colors and movement .They also think the same way: not linearly,always search for new and interesting things, looking for multiple options, doing multiple things, pursuing great achievements.This close relationship between kids and 4. (Some) Teachers cant deal with this technology.They feel challenged by it, they look messy, they do not understand how it works.They do not feel comfortable with it, they makethem nervous and they think that their classroom has been invaded by it. They are tired of trying to understand it and when they do that technology or applicationhas already been replaced by another andthey need to start learn all over again. This close relationship between kids andtechnologies has created a new type of 5. Research background In the present much more technologies its available in schools, by in itself, guarantee an effective use of ICT in teaching and learning activities. For this reason, researchers have sought to identify its underlying causes a) scarce opportunities for a regular use computers; b) lack of schools technological equipment; c) teachers stress; d) teachers reduced competences and confidence regarding ICT; e) lack of knowledge about the real impact of ICT in educationalcontexts; f) few experiences with ICT in teachers pre-service education and CPDSeveral authors have argued It has been proved that teachers that anperceived self-efficacy affectseffective integration of ICTteachers professional goals andin students learning activitiesaspirations (Muijs & willReynolds, 2002), their involvement require their presence in on planning instructionalteachers training activities, enthusiasm in classroom(Schwazer & Schwitz, 2004) and 6. Purpose TeacherstrainingPersonalsense ofefficacyICT integration 7. Can the implementation of an ICT trainingprogram have positive effects on:a) teachers sense of efficacy as computer-users?b) teachers level of ICT-use in professionalpractices, considering different types ofteachers tasks?c) Do the effects associated with enrolling inICT-training program, both in teachers self-efficacy and technology-use in professionalpractices, remain over time? 8. Method 9. Participants This study involved 50 elementary and secondaryschools teachers. ICT-training program organized in a 50 hours-workshops develop for promoting teacherstechnical-pedagogical competences onEducational use of Moodle, Google Sites andother Web 2.0 tools. .12 male 38 female50 teachersAge mean 42.24 years Standard deviation 8.63 10. Instruments and ProceduresData was collected by an online questionnaire built on Google Docs. 11. Preparation (of classroom materials) e.g. How often do you make hands-out for students using a computers?Professional use of e-mail e.g. How often do you use email communication with school and districtadministration?Delivering Instruction e.g. How often do you use a computer to deliver instruction to your class?Accommodation (of materials to students needs) e.g. How often do you adapt an activity to students individual needs using a computer?Student Use (of technology during class time) e.g. During class, how often students work individually using a computer, this year?Student (use for creating) Products e.g. How often do you ask students to produce a multimedia project using technology?Grading (teachers use of technology for grading) e.g. How often do you record students grades using a computer? 12. Results Computers self-Mean SD efficacy1) Pre-test3.180.552) Post-test #13.700.573) Post-test #23.720.58 Teachers technologyMean SD use1) Pre-test2.590.582) Post-test #13.000.603) Post-test #23.400.71Significant differences in Computers self-efficacy score (F (2.96) = 3.096, p= .049) and in Teachers technology use scores (F (2.96) =4.729, p= .011). 13. ResultsComputer Self-efficacyMean DifferencetpPre-test - Post-test #1 0.520 -2.078.043Post-test #1- Post-test #2 0.020 -.063 .950Pre-test - Post-test #2 0.540 -2.086.042Technology-useMean DifferencetpPre-test - Post-test #1 0.410 -.499 .620Post-test #1- Post-test #2 0.400 -1.997.051Pre-test - Post-test #2 0.810 -3.998.000 t-test for Computer Self-efficacy scale andMeasure Teachers technology-use scale 14. Results Pre-test Post-test #1 Post-test #2Dimensions MSDMSDMSD1) Preparation3.670.91 3.420.93 3.76 0.872) Professional3.090.83 3.100.95 3.30 0.99E-mail3) Delivering3.180.88 3.250.97 3.46 0.99Instruction4)2.790.88 2.860.98 3.04 0.95Accommodation5) Student Use2.880.83 2.920.73 3.39 0.886) Student2.260.75 2.390.76 2.58 0.92Products7) Grading3.061.06 3.100.98 3.75 1.01 15. Results Pre-test / Post- Post-test #1 / Pre-test / Post-Dimensions of technology usetest #1 Post-test #2 test #2scale t p tptp2) Professional E-mail 0.707 .483 -2.491 .016 -1.984 .0533) Delivering Instruction-0.495 .623 -1.638.108 3.743 .0005) Student Use-.388 .700 -1.398.169 2.523 .0157) Grading -0.287 .776 2.005 .051 2.899 .006 16. Conclusions ICT-training has beneficial effects in preparing teachers totake full advantage of ITC in their classrooms. Positive and significant differences were found inteachers computers self-efficacy and teachers level of ICTuse in the 3 moments. These effects were more significant 2 months after thetraining program. Analysis of teachers levels of ITC: using a single dimensionis not reliable. Higher scores inPreparation of teaching materials andInstructional delivery = ICT are not yet in the service of 17. Limitations The present study (although with a reduced number of participants and limited representativeness) aims to stimulate the development of further research in the area, because more attention needs to be put in the analysis of the impact of in-service training and ICT- adoption in teachers professional activities not only in a short-term perspective but also through medium and long-term approaches and not only based on teachers perceptions of own professional practices but focusing in the analysis of the classrooms activities really conducted. It is also seen as useful the investment on studies that pursue the identification of the mechanisms that can potentiate and extend the favourable effects of 18. Thank you!!Neuza Pedronspedro@ie.ul.pt Ana Santosapnsantos@gmail.com