NotesFAQContact Us
Search Tips
ERIC Number: ED326196
Record Type: RIE
Publication Date: 1990
Pages: 23
Abstractor: N/A
Reference Count: N/A
Evaluating Technology in Schools: Implications of a Research Study.
Kell, Diane; And Others
This report provides an overview of the issues related to a recently completed study of the use of computers in primary classrooms in six school districts and some special program classes, i.e., K-2 English-as-a-Second-Language and bilingual classes at one study site and Chapter 1 pullout classes for grades K-5 at another site. The sites used were demonstration sites for a new program of computer-based language arts instruction known as the Apple Software Series: Early Language (ALS-EL). Discussion of the development of the research context, purposes, and design includes consideration of issues related to: (1) assessing the implementation of educational innovations (an understanding of the process of change was emphasized and the change experience for individual teachers was examined); (2) assessing student performance in reading and writing (the Sulzby Writing and Rereading Task was adapted, and the Test of Early Reading Ability by Pro-Ed was chosen); and (3) assessing the effects of technology in classrooms (special attention was paid to the amount of funding allowed for the study, the amount of time necessary for the study, and the development of instruments to measure the implementation of an innovation). Strengths and weaknesses of the study are discussed, and implications for future research on computers in education are noted. It is suggested that a series of site-specific studies be pursued in which site-specific evaluation strategies be developed. It is concluded that operational variations and levels of implementation quality are important reminders of the need to allow time for major changes to take place before judgement about the innovations is passed. (34 references) (DB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). For related papers, iss IR 014 735-738. Figure 1 will not reproduce well due to small, filled type.