New directions in the evaluation of the effectiveness of educational technology

  • Authors:

  • Walter F. Heinecke;Natalie B. Milman;Lisa A. Washington;Laura Blasi

  • Affiliations:

  • EDLF Curry School, University of Virginia, Ruffner Hall, 405 Emmet St. S., Charlottesville, VA;Department of Teacher Preparation & Special Education, Graduate School of Education & Human Development, The George Washington University, Washington, D.C.;Rockman Et A1, 605 Market Street, Ste. 305 San Francisco, CA;EDLF Curry School, University of Virginia, Ruffner Hall, 405 Emmet St. S., Charlottesville, VA

  • Venue:
  • Computers in the Schools
  • Year:
  • 2001

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Abstract

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).