Lesson 11
Jamye Swinford

Technology assessment is a very broad category. What exactly is being evaluated? Are we assessing the delivery method of a distance learning class? Are we assessing test performance based on technology-integrated subjects? Before we can evaluate and assess the results of technology, we have to decide exactly what it is we are evaluating.

Because distance learning programs and technology based education programs are relatively new compared to traditional education models, new ideas about assessment must be developed. But regardless of the assessment method, basic principles of evaluation remain the same.

According to Convergent Analysis: A Method for Extracting the Value from Research Studies on Technology in Education, a white paper by Cathleen Norris, Jennifer Smolka and Elliot Soloway, the current methods of evaluating the impact of technology in education needs to be changed. New ways of measuring and evaluating must be explored and developed. The authors contend that before accurate assessment can occur we must pose a question whose answer can benefit educational practitioners. Many times research about assessment is written for other researchers and does not contain information that a teacher may use in the classroom to broaden the understanding of the impact of technology in education.

Instead of a broad question such as "does technology lead to increased student achievement," questions should be more focused, such as "under what conditions does technology lead to increased achievement"?

Because of the high investment in technology, both in equipment and training, stakeholders deserve answers to these questions. They need evidence in order to justify their expenditures, and strengthen their confidence in what teachers do. In Technology: How Do We Know It Works? by Eva Baker, the author offers some suggestions of ideas and guidelines for consideration. She says that evaluation should be planned and not tacked on as an afterthought. Secondly, we must ask, what is the technology intended to do? Are we using technology to address new goals that cannot be met in any other way or is it a bandage to satisfy the "keep up with the Jones" theory. Do we have technology to say we have technology or is it being used to deliver instructional opportunities more effectively? And if it is, are those opportunities in tune with the background and pace of the learners? Are the outcomes defined? Are we achieving these outcomes?

There are so many questions to be answered. Regardless of the process, I agree that there does need to be assessment and evaluation regarding technology. I think it is important to determine what is being evaluated then question the outcomes. It seems that the delivery and content can be produced and adjusted after these questions are answered. While the methods are still being developed, tested and refined, success needs to be communicated to the stakeholders. We need to share the knowledge to validate the use of technology. Evaluating technology is a difficult but important task and must not be taken lightly.