Educational Technology Program and Project Evaluation
1st Edition
Published on 24. March 2016
Book
Paperback/Softback
190 pages
978-1-138-85142-9 (ISBN)
Description
Educational Technology Program and Project Evaluation is a unique, comprehensive guide to the formative and summative evaluation of programs, projects, products, practices and policies involving educational technology. Written for both beginning and experienced evaluators, the book utilizes an integrative, systems-based approach; its practical emphasis on logic models and theories of change will help readers navigate their own evaluation processes to improve interventions and conduct meaningful educational research. Key features include:
evidence-based guidelines for constructing and conducting evaluations
practical exercises to support the development of knowledge, skills, and program evaluation portfolios
a variety of interdisciplinary case studies
references and links to pertinent research and resources
Using the TELL, ASK, SHOW, DO model first introduced in this series, Educational Technology Program and Project Evaluation provides comprehensive coverage of the concepts, goals, design, implementation, and critical questions imperative to successful technology-enhanced evaluation.
evidence-based guidelines for constructing and conducting evaluations
practical exercises to support the development of knowledge, skills, and program evaluation portfolios
a variety of interdisciplinary case studies
references and links to pertinent research and resources
Using the TELL, ASK, SHOW, DO model first introduced in this series, Educational Technology Program and Project Evaluation provides comprehensive coverage of the concepts, goals, design, implementation, and critical questions imperative to successful technology-enhanced evaluation.
Reviews / Votes
"Educational Technology Program and Project Evaluation provides foundational knowledge, framework, tools, and methods of evaluation for implementing educational projects, programs, products, practices, and policies. As long as the impact of ICT in education is a primary concern, the information on evaluation in this book will be crucial, and the guidance and resources it provides will be of great help in practice."Gu Xiaoqing, Dean, Department of Educational Information Technology, East China Normal University, China
"Educational Technology Program and Project Evaluation is a well-organized resource written for anyone who desires to better understand and document an education technology initiative. This text not only describes evaluation models and strategies, but also provides helpful guidance in understanding the educational context of the evaluation. I will recommend this book to Intel (c) Corporation's program managers and ministry of education officials around the world."
Jon K. Price, Ph.D., Research Scientist, Intel Education
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
College/higher education
Postgraduate
Illustrations
13 s/w Abbildungen, 6 s/w Tabellen
6 Tables, black and white; 13 Illustrations, black and white
Dimensions
Height: 254 mm
Width: 178 mm
Thickness: 12 mm
Weight
405 gr
ISBN-13
978-1-138-85142-9 (9781138851429)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
J. Michael Spector | Allan H.K. Yuen
Educational Technology Program and Project Evaluation
E-Book
03/2016
Routledge
€59.49
Available for download
J. Michael Spector | Allan H.K. Yuen
Educational Technology Program and Project Evaluation
E-Book
03/2016
Routledge
€59.49
Available for download
J. Michael Spector | Allan H.K. Yuen
Educational Technology Program and Project Evaluation
Book
03/2016
1st Edition
Routledge
€204.90
Shipment within 10-20 days
Persons
J. Michael Spector is Professor and former Chair of the Department of Learning Technologies at the University of North Texas, USA. Dr. Spector has served as Executive Vice President on the International Board of Standards for Training, Performance and Instruction (ibstpi), a member of the Executive Committee of the IEEE Computer Society's Learning Technology Technical Committee, and as President of the Association for Educational and Communications Technology (AECT). He was lead editor on the third and fourth editions of the Handbook of Research on Educational Communications and Technology, edited the Encylopedia of Educational Technology, and has more than 150 journal articles, book chapters, and books to his credit.
Allan H.K. Yuen is Associate Professor, Director of the Centre for Information Technology in Education, and Program Director of the B.Sc. in Information Management in the Division of Information and Technology Studies at the University of Hong Kong. Dr. Yuen is the Editor of the Journal of Communication and Education and has more than 100 publications including journal articles, book chapters, and books. He has served as Vice Chairman of the Hong Kong Educational Research Association (HKERA), and as President of the Hong Kong Association for Educational Communications and Technology (HKAECT).
Allan H.K. Yuen is Associate Professor, Director of the Centre for Information Technology in Education, and Program Director of the B.Sc. in Information Management in the Division of Information and Technology Studies at the University of Hong Kong. Dr. Yuen is the Editor of the Journal of Communication and Education and has more than 100 publications including journal articles, book chapters, and books. He has served as Vice Chairman of the Hong Kong Educational Research Association (HKERA), and as President of the Hong Kong Association for Educational Communications and Technology (HKAECT).
Content
Acknowledgements
Preface
PART I - INTRODUCTION AND OVERVIEW
Chapter 1: The Nature of Learning, Performance, and Instruction
Chapter 2: Projects, Programs, Products, Practice, and Policy
Chapter 3: Evaluation Goals and Scope
Chapter 4: Types of Evaluations
Chapter 5: Major Evaluation Tasks
PART II - AN EVALUATION FRAMEWORK
Chapter 6: Needs Assessment
Chapter 7: Symptoms and Underlying Causes
Chapter 8: A Theory of Change
Chapter 9: Outcome Measures and Indicators
Chapter 10: Mediators, Moderators, and Contextual Factors
PART III - LOGIC MODELS AND IMPLEMENTATIONS
Chapter 11: Interventions and Implementation Plans
Chapter 12: Developing a Logic Model
Chapter 13: Identifying Indicators and Measurements
Chapter 14: Measurement Instrumentation and Protocols
Chapter 15: Fidelity of Implementation Plans
PART IV - TRANSLATING PLANS INTO ACTIONS
Chapter 16: Milestones for Effective Technology Integration
Chapter 17: Ongoing Formative Evaluations
Chapter 18: Dynamic Improvements to Ensure Success
Chapter 19: Collecting and Analyzing Data
Chapter 20: Informing and Improving Policy Implementation
Chapter 21: Documenting, Reporting, and Recommending
PART V - ADDITIONAL RESOURCES
Glossary of Terms
Consolidated References
Appendix A: A Sample Evaluation Plan
Appendix B: Professional Evaluation Associations
Appendix C: Peer-Reviewed Evaluation Journals
Index
Preface
PART I - INTRODUCTION AND OVERVIEW
Chapter 1: The Nature of Learning, Performance, and Instruction
Chapter 2: Projects, Programs, Products, Practice, and Policy
Chapter 3: Evaluation Goals and Scope
Chapter 4: Types of Evaluations
Chapter 5: Major Evaluation Tasks
PART II - AN EVALUATION FRAMEWORK
Chapter 6: Needs Assessment
Chapter 7: Symptoms and Underlying Causes
Chapter 8: A Theory of Change
Chapter 9: Outcome Measures and Indicators
Chapter 10: Mediators, Moderators, and Contextual Factors
PART III - LOGIC MODELS AND IMPLEMENTATIONS
Chapter 11: Interventions and Implementation Plans
Chapter 12: Developing a Logic Model
Chapter 13: Identifying Indicators and Measurements
Chapter 14: Measurement Instrumentation and Protocols
Chapter 15: Fidelity of Implementation Plans
PART IV - TRANSLATING PLANS INTO ACTIONS
Chapter 16: Milestones for Effective Technology Integration
Chapter 17: Ongoing Formative Evaluations
Chapter 18: Dynamic Improvements to Ensure Success
Chapter 19: Collecting and Analyzing Data
Chapter 20: Informing and Improving Policy Implementation
Chapter 21: Documenting, Reporting, and Recommending
PART V - ADDITIONAL RESOURCES
Glossary of Terms
Consolidated References
Appendix A: A Sample Evaluation Plan
Appendix B: Professional Evaluation Associations
Appendix C: Peer-Reviewed Evaluation Journals
Index