ERIC Number: ED452823
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
Documenting the Effects of Instructional Technology: A Fly-Over of Policy Questions.
This paper suggests that evaluation research about education policy is intended to affect decisions and typically addresses pedagogy, politics, and economics, all simultaneously. The paper begins with two assumptions: first, the need to do credible science, and second, the need for science to advance the contribution that instructional technology might make to learning. It is divided into six sections: (1) Evaluation Research about Instructional Technology Policies; (2) Pedagogy (efficacy of instructional technology, multiple sources of learning, learning outside the school, and implications for a research agenda); (3) Politics; (4) Economics (capital decisions, public benefits of private investment, and roles of government); (5) Four Instructional Technology Additions to the Existing Conception of Schooling (adding an education focus to the school focus, adding a learning focus to the teaching focus, adding homes to schools-adding parents to teachers, and moving learning to the learner); and (6) Four Evaluation Research Questions from Four Perspectives (science, pedagogy, politics, and economics). (Contains 10 footnotes.) (AEF)
Descriptors: Computer Uses in Education, Educational Development, Educational Objectives, Educational Policy, Educational Research, Educational Technology, Elementary Secondary Education, Evaluation, Evaluation Criteria, Instructional Effectiveness, Policy Formation
For full text: http://www.ed.gov/technology/1999/whitepapers.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: The Secretary's Conference on Educational Technology, 1999: Evaluating the Effectiveness of Technology. [Proceedings] (Washington, D.C., July 12-13, 1999); see IR 020 654.