Evaluating Educational Technology: Effective Research by Geneva D Haertel, Barbara Means, Linda G Roberts

By Geneva D Haertel, Barbara Means, Linda G Roberts

This quantity outlines learn designs, methodologies and kinds of exams that may be used to judge academic applied sciences extra successfully. those designs, while appropriately applied, may still offer severe facts of the effect of know-how upon pupil studying.

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Pp. 141–142) Because the kinds of holistic approaches that Brown believed would be effective in classrooms were not then in place, she felt the need to work with classroom teachers to implement them. However, she quickly discovered that her initial ideas had to be modified to fit the school context, moving her toward a more collaborative model of working with students and staff. While most of Brown’s own work was not technology based, her argument circulated within the community of researchers on learning technologies, with Hawkins and Collins (1999), Collins (1999), and Greeno and colleagues (1999) explicating why it would be more profitable to consider research in this area as a design rather than as an analytic science.

How to make it more specific? Explicating the Relevant Substantive Theory The first step in any evaluation is to outline the theory-derived processes that are presumed to mediate from the intervention particulars to the major outcomes. This usually entails drawing a series of boxes and arrows that go from the most distal inputs on the left-hand side of a page (Internet search instructions) to the most proximal on the right (changes in a student’s work). Coming between are other intermediate boxes and arrows that specify the causal pathway from left to right.

Is the causal attribution to factors that include the Internet, or is it instead relevant to the mundane proposition that better teaching (as defined by the elements above) is superior to worse teaching? Of course, equating the two groups with respect to a driving question, peer collaboration, and having an audience does not take these factors completely out of the causal explanatory picture in the best practices group. Technically speaking, any student-learning differences achieved after comparing best practice groups with and without Internet searches are due to a pure Internet exposure effect plus any interactions that occur because Internet availability enhances the contribution of driving questions, shared study, and having an audience.

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