Evaluation in educational technology

This post present two evaluation studies in educational technology. The first study about the evaluation methodology in education technology in general . The second study focuses on the evaluation of specific technology features.

First study

1. Title:The Integrated Studies of Educational Technology: A Formative Evaluation of the E-Rate Program


2. purpose: This study focused to answer these two main questions:

• To what extent is the E-Rate helping to equalize access to the types of digital technology eligible for program discounts?


• Are schools and teachers able to use the technology that E-Rate supports? How is it being used in the classroom?

3.instruments:

• ISET surveys conducted during school year 2000–2001, including the following surveys:
  - a survey of technology coordinator in all 50 states and the District of Columbia,
  -The Survey of District Technology Coordinators
  -The Survey of School Principals
  -The Survey of Classroom Teachers.
• E-Rate administrative data covering all E-Rate applications and funded commitments through January 2000.

4. Reference:

J. Puma.M, D. Chaplin.D, M. Olson.K, C. Pandjiris.A. (October 2002). The Integrated Studies of Educational Technology: A Formative Evaluation of the E-Rate Program. The Urban Institute. Washington, DC 20037-1207.

Second Study

1. Title: Statistics E-learning Platforms Evaluation: Case Study
2. purpose: This study aims to examine the effect on using e-learning platforms in statistics course, through the study course, gender, previous experience with e-learning, understanding statistics, study level, structured format, and self-study, the flexibility and freedom in dealing with the course, interactive environment and e-learning problems.
3. Evaluation of e-learning platforms Features:

• Flexibility: it is important for students accessing system at any point. This feature is evaluated using this question: “Do you think that e-learning platforms give you the freedom and flexibility to work with the course? For example MM*Stat or moodle”. The question is re-classified into 4 categories: Yes, partial, no, I do not know.
• Structured format: A well-designed e-learning platform can help students learning by help them to develop their insights without getting bogged down in the mathematics. The question was to the students: What is your opinion about the structured format of e-learning platform which you have used? This variable is re-classified into 4 categories: Good, acceptable, bad, I do not know.
• Self-study: E-learning platforms offer the possibility to students to learn alone. The question was to students: Do you think that e-learning platforms improves and increases your self-study? This variable is re-classified into 4 categories: Yes, partial, no, i do not know.
• Interactive environment: The question was to the students: What are your opinions about the interactive environment of e-learning platforms? This variable is re-classified into 4 categories: Good, acceptable, bad, I do not know.

4. Reference:

Ahmad .T, H¨ardle.W.( August 31, 2008)Statistics E-learning Platforms Evaluation: Case Study _ CASE - Center for Applied Statistics and Economics Humboldt-Universit¨at zu Berlin. Spandauerstrasse 1, 10178 Berlin, Germany. Retrived on 14/2/2008 from: http://www.econbiz.de/archiv1/2008/58778_statistics_elearning_platforms.pdf

Note: Find PowerPoint presentation about these two studies in SlideShare.net in this link

http://www.slideshare.net/u065932/evalution-in-et