Buch, Englisch, 352 Seiten, Paperback, Format (B × H): 156 mm x 234 mm, Gewicht: 535 g
Buch, Englisch, 352 Seiten, Paperback, Format (B × H): 156 mm x 234 mm, Gewicht: 535 g
Reihe: Research Methods for Educational Technology
ISBN: 978-1-930608-56-6
Verlag: Information Age Publishing
This text addresses methods of evaluating technology in education and covers such topics as: how we know if technology works; collaborative learning; learner-centred design; multiple stakeholder needs; and that data that influence educatiuonal technology policy.
Autoren/Hrsg.
Weitere Infos & Material
Introduction, Walt Heinecke, Laura Blasi, & Diane Reed. Part I: Innovation, Technology, and Educational Evaluation: Purposes and Values. Do Today's Evaluations Meet the Needs of Tomorrow's Networked Learning Communities?, Thomas G. Carroll. The Evaluation of Educational Technology: A Call For Collaborative Learning, Teaching, Research and Development, Margaret Riel. Evaluating Educational Technology: Four Perspectives, Niki Davis, Mark Hawkes, Walter Heineke, & Wim Veen. Technology and Teacher Education: Evaluating International Dimensions of Cooperation, George-Louis Baron, Eric Bruillard, Cameron. Howell, & Robert McNergney. Part II: Innovation, Technology, and Educational Evaluation: Methods and Theory. Technology: How Do We Know It Works?, Eva L. Baker. Making the Familiar Strange - and Interesting - Again: Interpretivism and Symbolic Interactionism in Educational Technology Research, Charalambos Vrasidas. It All Depends: Strategies for Designing Technologies for Education Change, Dorothy Bennett, Katie McMillan Culp, Margaret Honey, Bill Tally, & Bob Spielvogel. Exploring a Description and Methodology for Learner-Centered Design, Chris Quintana, Joseph Krajcik, & Elliot Soloway. Part III: Program Evaluation: Student Experience and Classroom Context. Framing Technology Program Evaluations, Michael Russell. Developing Assessments for Tomorrow's Classrooms, Barbara Means, Bill Penuel, & Edys Quellmalz. Using Latent Trait Models for Program Evaluations: An Example Using a Preservice Teachers' Instructional Media Course, Ev Smith, Kimberly A. Lawless, Leslie K. Curda, & Stephen K. Curda. The Primary Importance of Experience in the Evaluation of Educational Technology, Peter Adamy. Technology as Facilitator of Quality Education: A Model, William P. Callahan & Thomas J. Switzer. Part IV: Policy and The Evaluation of Educational Technology. Documenting the Effects of Instructional Technology: A Fly-Over of Policy Questions, Dale Mann. Understanding and Addressing Multiple Stakeholder Needs: Evaluation and the World of Policymakers, Michael Hannafin, Thomas Reeves, & J.J. Hayden. What's Worth Looking For? Issues in Educational Technology Research, Yong Zhao, Joe Byers, Kevin Pugh, & Steven Sheldon. In Search of Good Data: The Data That Influence Educational Technology Policy, Lisa A. Washington
