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ERIC Number: ED365693
Record Type: RIE
Publication Date: 1993-Apr-11
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using A "Portfolio" Strategy To Evaluate Utah's Educational Technology Initiative: Findings and Policy Lessons.
Mergendoller, John R.; And Others
With the Utah Educational Technology Initiative (ETI), the State has increased its commitment to educational technology. The evaluation of the Utah ETI is built around the concept of portfolio analysis, an evaluation method that incorporates the collection of diverse types of data and enables a number of types of evidence to be used to gauge accomplishments. Over 3 years, the Beryl Buck Institute in Novato (California) will examine the success of ETI through reports from principals, analyses of student achievement scores, examples of student work, and the testimonies of those involved in the projects. Findings to date are summarized in the areas of: (1) program implementation; (2) computer acquisition and placement; (3) ETI's impact on student achievement and motivation; (4) teacher computer utilization; and (5) staff development. After the first 2 years of the evaluation, the conclusion is that ETI has contributed significantly to Utah education by making it possible for schools to purchase educational technology. Most teachers are now able to use computer technology competently. More sophisticated instructional uses of educational technology are found less frequently, and there is general agreement that a significant investment in the professional development of preservice and practicing teachers will be necessary if the potential of technology purchased with ETI funds is to be realized. Six figures and one table illustrate this discussion. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Utah State Office of Education, Salt Lake City.; Beryl Buck Inst. for Education, Novato, CA.
Identifiers: Utah; Utah Educational Technology Initiative
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).