New Directions in the Evaluation of the Effectiveness of Educational Technology

被引：10

作者：

Heinecke, Walter F. ^{[1
]}

Milman, Natalie B. ^{[2
]}

Washington, Lisa A. ^{[3
]}

Blasi, Laura ^{[1
]}

机构：

[1] EDLF Curry School, University of Virginia, Ruffner Hall, 405 Emmet St. S., Charlottesville, VA, 22903-2495, United States

[2] Department of Teacher Preparation and Special Education, Graduate School of Education and Human Development, George Washington University, Washington, D.C., 20052, United States

[3] Rockman Et Al, 605 Market Street, Ste. 305, San Francisco, CA, 94105, United States

来源：

Computers in the Schools | 2001年 / 18卷 / 2-3期

关键词：

Educational technology - Engineering education;

D O I：

10.1300/J025v18n02_07

中图分类号：

G4 [教育];

学科分类号：

04 ; 0401 ;

摘要：

Drawing from work by Shadish, Cook, and Leviton (1991) on social program evaluation, the authors discuss recent changes in evaluation theory and practices, and they connect these changes to technology and student learning. Concluding with a list of recommendations for evaluating the effectiveness of technology in teaching and learning, the authors challenge the purposes of education and prevalent goals for evaluation. After questioning how technology can impact student learning, they call for new and expanded definitions of student learning outcomes. Recommendations include redefining technology as a process rather than as a product, conducting implementation evaluations prior to outcome evaluations; reducing the reliance on standardized test scores as the primary outcome measure; and adopting multifaceted evaluation approaches (including case studies). © 2001 Taylor & Francis Group, LLC.

引用

页码：97 / 110