Lesson 11 - Evaluation of Educational Technology
Karin Porter

Evaluation of the technology that is being utilized in all levels of schools is critical. Although, I think this is very difficult to do. For a research study to be valid, the researchers must carefully ensure that only the variable they are studying is effecting the data. This is very difficult in the classroom where so many variables could increase the learning that is taking place. For example, many different types of technology programs and activities are being implemented to improve student performance on mandated testing, such as the TAAS test. Districts are reporting that these programs are improving student performance even though many other methods to increase student performance are being utilized. I believe that we need to be careful in how we validate the technology is being implemented and ensure that the technology is truly the variable that is creating the increase in student learning. I believe this is especially important because school districts and other educational institutions are spending great amounts of money on technology. I'm definitely not discrediting the technology we are using and definitely do NOT endorse less technology being utilized. I just believe evaluating technology is a difficult task and must be looked at very carefully.

I found a very interesting website regarding the evaluation of the effectiveness of educational technology. This site can be found at:

This website reports the focus of the Secretary's Conference on Educational Technology-1999. This report focuses on 7 critical issues:

• The effectiveness of technology is embedded in the effectiveness of other school improvement efforts. (This section reinforces my belief that it is very difficult to report the results of technology programs due to the efforts to improve learning through other programs such as special tutorial programs or new curriculum.)

• Current practices for evaluating the impact of technology in education need broadening. (This section states that we must find new ways to measure and evaluate the effectiveness of technology.)

• Standardized test scores offer limited formative information with which to drive the development of a school's technology program. Most schools are looking for additional means for collecting useful data for this purpose.

• Schools must document and report their evaluation findings in ways that satisfy diverse stakeholders' need to know. (This is very challenging, especially in a state like Texas where stakes of TAAS scores are so high. In addition, administrators and school boards demand good results on this test. Today, everything is being driven by TAAS and high expectations are placed on new programs including technology.)

• In order for evaluation efforts to provide stakeholders with answers to their questions about the effectiveness of technology in education, everyone must agree on a common language and standards of practice for measuring how schools achieve that end.

• The role of the teacher is crucial in evaluating the effectiveness of technology in schools, but the burden of proof is not solely theirs.

• Implementing an innovation in schools can result in practice running before policy. Some existing policies need to be "transformed" to match the new needs of schools using technology.