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Using all students enrolled at Universidad Tecnológica Metropolitana in Chile from 2017 to 2022, it compares grade point averages via t-tests across years. Results indicate trained-instructor courses yield better test performance than untrained teaching on average. 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The findings indicate that in STEM fields, instructor training is generally more effective than non-STEM teacher training, which relates to improved performance for women in both areas.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},599487,1792191552,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(1), ep556 ISSN: 1309-517X (Online)  \nEffect of a teacher training program with ICT on university students’ learning  \nMiguel Sanhueza 1*  \n 0009-0000-3832-317X  \nLuis Sandoval 1  \n 0000-0001-9452-4945  \nMaría Ormazabal 1  \n 0000-0002-6733-7949  \nMaría Zúñiga 1  \n 0009-0000-9703-2954  \n1 Universidad Tecnológica Metropolitana, Santiago, CHILE  \n* [Corresponding author:](Corresponding author: msanhueza@utem.cl)[ msanhueza@utem.cl](Corresponding author: msanhueza@utem.cl)  \nCitation: Sanhueza, M., Sandoval, L., Ormazabal, M., & Zúñiga, M. (2025) . Effect of a teacher training program with ICT on university students’ learning. Contemporary Educational Technology, 17(1), ep556. [https://doi.org/10.30935/cedtech/15745](https://doi.org/10.30935/cedtech/15745)  \nARTICLE INFO ABSTRACT  \n\n| Received: 23 May 2024\u003Cbr>Accepted: 15 Oct 2024\u003Cbr>INTRODUCTION | Information and communication technologies (ICT) can help increase teachers’ abilities and, asa result, the learning of new cohorts of students who, in the age of mass higher education, enter university classrooms less prepared. Although ICT-based teacher training initiatives are wellknown, there is little proof that the results are useful for students. This research aimed to study the efficiency of a teacher preparation program that considered the usage of ICT, with follow-up in the ensuing years. The sample consisted of all students enrolled at the Universidad Tecnológica Metropolitana of Chile from 2017 to 2022. The method of analysis grade point average was compared using a t-test to detect significance each year. The results show that in 2017–2022, students who had courses with trained instructors performed better on tests than students who had classes with untrained teachers on average. Also, it has been found that in science, technology, engineering, and mathematics (STEM) areas instructors receive training that is generally more effective than non-STEM teachers. Consequently, women in STEM and nonSTEM fields perform better when their teachers are qualified.\u003Cbr>Keywords: ICT and teaching, training’s teachers, student and ICT |\n| --- | --- |\n\nThere is a consensus among specialists regarding the enormous challenges that higher education (HE) has faced in the last four decades in developing countries. The exponential expansion (Marginson, 2016; Quaresma et al., 2022), the tighter control over the use of the resources delivered to the universities, and the demands for effectiveness and quality have put special tension in the usual work of academics and administrators of HE institutions (Kelchen, 2018) . Likewise, the provision of funds has gradually decreased, causing a sharp increase in competition for applicants among HE institutions. This phenomenon is observed in developed and developing countries (Wheaton, 2020) .  \nIn particular, the growing pressure for results exerted on universities has led to evidence of efficiency indicators such as dropout (Behr et al., 2020) timely graduation (Horn & Lee, 2016; Silvera et al., 2023), and employability (McCowan, 2015; Tran, 2016) . To this must be added the regulations of the HE system, which in each country have generated greater demands at the level of results.  \nFor their part, university administrators believe that improving the competitiveness of the efficiency indicators of their institutions depends to a large extent on the result of the teaching-learning process, for  \nwhich the professors are ultimately responsible. Hence, the concept of teaching quality is understood about the pedagogical competencies of instructors in HE institutions. The foregoing takes on special importance because instructors require no qualification regarding educational pedagogy, influencing directly the learning environment and thus, students. As some studies show, students perceive these differences between trained teachers and those who are not (Kaynardağ, 2019) . In this logi","cbCaihQAlHWVaJUY","https://ap.wps.com/l/cbCaihQAlHWVaJUY","pdf",303062,13,"English","# Article Info\n## Abstract\n## Introduction","[{\"question\":\"What was the research aim regarding ICT-based teacher training?\",\"answer\":\"To study the efficiency of a teacher preparation program that considered ICT use, with follow-up across subsequent years.\"},{\"question\":\"How was the impact of trained instructors measured?\",\"answer\":\"Grade point averages were compared year by year using a t-test to detect significance.\"},{\"question\":\"What did the results show about students taught by trained versus untrained teachers?\",\"answer\":\"From 2017 to 2022, students in courses with trained instructors performed better on tests than students in classes with untrained teachers, on average.\"},{\"question\":\"Does the training’s effectiveness differ between STEM and non-STEM areas?\",\"answer\":\"Yes. The findings indicate that in STEM fields, instructor training is generally more effective than non-STEM teacher training, which relates to improved performance for women in both areas.\"}]","Effect of a teacher training program with ICT on university students’ learning | PDF",1792088861,33]