Abstract:

In this study, we analyze whether teachers, who underwent Information and Communication Technology (ICT) teacher training, have been performing their activities after the training, and clarify whether the training design has been effective from the viewpoint of transfer of training.

The training, held annually from June to November, comprises fifteen modules of ninety minutes duration each. The following content has been configured:
- Learn about the history of informatization of education in Japan
- Learn about the participants’ school's efforts and compare them to learn about information-related trends at schools.
- Study the typical examples of lessons utilizing ICT create lesson plans, and interact among participants
- Understand how to work with teachers to promote ICT utilization in schools and design school training
- Determine how to use digital content (digital textbooks and websites) and design lesson plans
- Learn how to improve students' ICT skills
- Trace the background and significance of programming education
- Explore the future of ICT utilization, such as one-to-one computing and school management

The Board of Education of Osaka city (Japan) has recruited officials who can promote ICT in schools in their respective areas and has been conducting the program, to date, for teachers, whose application and document screening has been cleared. Over three years, we have trained forty elementary and junior high school teachers. Eight teachers participated in the first year, followed by sixteen each in the second and third years.

Out of the twenty-four teachers who participated in the program in the first two years, fourteen attended the meeting for graduates held in November 2019 and submitted the specified data files for evaluation.
　
The data comprised a worksheet completed at the meeting and a results report. The worksheet included information on the tasks they had performed after completing the training, those that they could not execute, and what they would like to accomplish by March 2020. In the results report, we asked them to create a slide file to specify activities/tasks to date and their current engagements. Later, they were introduced to the other participants who attended the meeting.
　
The authors categorized the tasks performed based on the information present in the collected data.

The activities of teachers who participated in the training were classified as follows:
1. Lesson study
1) ICT utilization class in subject learning
2) Develop new model lessons
3) Practice of lesson study in schools

2. Individual support
1) Consultations with other teachers
2) Follow ICT staff

3. School-wide support
1) ICT utilization rules and manual creation
2) Draft a school-wide plan for classes
3) Improve the ICT environment in schools
4) Create tools to support classes

4. Implementation of training
1) Execute on-campus training
2) Conduct training outside of your school

5. Study for further growth
An analysis of the training participants' transfer strategies revealed that they could be divided into five categories, of which several involved group rather than individual practice. This indicates that several participants are striving to develop a Professional Learning Community (PLC) as a means toward school reform.

Keywords:

Transfer of Training, ICT, Professional Development, ICT integration.