Eunsun Choi, Sunju Park, Keunbae Choi, Namje Park, Journal of Internet Computing and Services, Vol. 26, No. 6, pp. 139-148, Dec. 2025
10.7472/jksii.2025.26.6.139, Full Text:  HTML
Keywords: Teacher Training, AI, EdTech, Digital Literacy, High Touch High Tech

Abstract

This study developed and evaluated a teacher training program designed to enable elementary school teachers to effectively design, implement, and reflect on AI and digitally integrated instruction. Building on a prior investigation that analyzed the training needs of 91 elementary school teachers, this study implemented a six-session program for 32 teachers to support their acquisition of AI and digital technology competencies. The program was developed by incorporating the Classroom Revolution Competency Framework and related behavioral indicators, with a special focus on the HTHT approach and reflective practice. The effectiveness of the program was empirically validated through a pre- and post-test design, revealing a statistically significant improvement (p < .01) in all four competency areas: Understanding and Ethics of AI and Digital Education, Analysis and Utilization of Learning Data, Instructional and Content Design, and Assessment, Reflection, and Diagnosis. This improvement was notable given that the teachers' pre-training competencies were already high (all scores > 4.5). The program also received a high overall satisfaction rating of 4.72 from participants. By offering a practice-oriented, site-responsive structure, this study presents a practical and empirically validated model for future teacher professional development initiatives.

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