One of the most important
variables to consider when evaluating the impact of technology
is the stage of integration of the technology initiative. Individual teachers and
whole schools often go through stages of technology integration
that may limit the scope of effects to be found.
23,
24
Schools need time to purchase and install hardware and software, train teachers
on technology-related skills, and help them integrate technology
into the curriculum. Effects may not be apparent in six months
or a year. Evaluations over several years might better demonstrate
impact.
25,
26
Evaluation designs should be longitudinal and account for these stages.
Robert Kozma and Edys Quellmaiz agree that traditional forms
of assessment often fall short when evaluating the impact of educational
technologies. These researchers call for new criteria, measures,
and methods of collecting data when the use of different technologies
and pedagogies complicates assessment.
27
Projects that attempt to address variables other than student learning, such as improving
teacher knowledge and skills or including new classes of participants
in the education process, tax traditional assessments even more.
Consequently, no single evaluation design can be used in all situations.
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Mantua Elementary School
in Fairfax, Virginia, is a pilot
site for the development and study of alternative methods
of assessing technology's impact on student achievement.
Sponsored by the U.S. Department of Education, Mantua's programs
have documented the Department's efforts to help
schools and districts design their own tools to evaluate
and assess the impact of technology on student learning.
Mantua has utilized the CBAM to implement technology in
their school and has developed several methods for assessing
technology's impact, including a Comprehensive Interdisciplinary
Performance Assessment (CIPA) and student-developed digital
ethnography. Full descriptions of their efforts, as well
as examples of student work, are available on the school Web site.
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