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ERIC Number: EJ898520
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-2153-2974
Participant-Directed Evaluation: Using Teachers' Own Inquiries to Evaluate Professional Development in Technology Integration
Ham, Vince
Journal of Digital Learning in Teacher Education, v27 n1 p22-29 Fall 2010
Considering the high levels of time and money invested in teacher professional development programmes in information technologies over recent decades, questions arise as to how effective these programmes have been and by whose lights we are to judge. Based on a critical review of the evaluations of several of our own action-research-based professional development programmes in technology integration, this article asks three basic questions about those evaluation processes and, ultimately, about evaluation design itself in such contexts. What specifically should evaluations of professional development in technology integration look at? What should they look for? And who is best located to do the looking? It also considers how our answers to these questions might be adequately represented in a conceptual model for the evaluation of professional development programmes in technology integration. (Contains 4 figures.)
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand