Educational Technology Program and Project Evaluation Interdisciplinary Approaches to Educational Technology Series

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.

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

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).