Evaluation and Assessment in Educational Information Technology

D Lamont Johnson, Cleborne D Maddux, Leping Liu, Norma Henderson

• Publisher: CRC Press
• Year: 2021
• Print ISBN: 9780789019394
• eBook ISBN: 9781000447941
• Edition: 1
• Topic: Business
• Subtopic: IT Industry
• Index: Business

Choose the right hardware and software for your school! This unique book is the first systematic work on evaluating and assessing educational information technology. Here you?ll find specific strategies, best practices, and techniques to help you choose the educational technology that is most appropriate for your institution. Evaluation and Assessment in Educational Information Technology will show you how to measure the effects of information technology on teaching and learning, help you determine the extent of technological integration into the curriculum that is best for your school, and point you toward the most effective ways to teach students and faculty to use new technology. Evaluation and Assessment in Educational Information Technology presents:

• a summary of the last ten years of assessment instrument development
• seven well-validated instruments that gauge attitudes, beliefs, skills, competencies, and technology integration proficiencies
• two content analysis instruments for analyzing teacher-student interaction patterns in a distance learning setting
• an examination of the best uses of computerized testing--as opposed to conventional tests, as used in local settings, to meet daily instructional needs, in online delivery programs, in public domain software, and available commercial and shareware options
• successful pedagogical and assessment strategies for use in online settings
• a four-dimensional model to assess student learning in instructional technology courses
• three models for assessing the significance of information technology in education from a teacher?s perspective
• an incisive look at Michigan?s newly formed Consortium of Outstanding Achievement in Teaching with Technology (COATT)
• ways to use electronic portfolios for teaching/learning performance assessment
• and much more!

Evaluation and Assessment in Educational Information Technology

Contents

EDITORIAL

Assessing Learning in the New Age of Information Technology in Education

Leping Liu D. LaMont Johnson Clebome D. Maddux Norma J. Henderson

INSTRUMENTS AND TESTING

Instruments for Assessing the Impact of Technology in Education

Rhonda Christensen Gerald Knezek

Using Interaction Content Analysis Instruments to Assess Distance Learning

Baruch Ojfir Yossi Lev Yael Lev Lngrid Barth

Computer Testing in Education: Emerging Trends

Anna C. McFadden George E. Marsh II Barrie Jo Price

CURRENT TRENDS AND PRACTICES

Effective Practices in Distance Education

Carmen L. Gonzales Laura Sujo de Montes

Assessing Student Learning in Instructional Technology: Dimensions of a Learning Model

Leping Liu D. LaMont Johnson

New Directions in the Evaluation of the Effectiveness of Educational Technology

Walter F. Heinecke Natalie B. Milman Lisa A. Washington Laura Blasi

Another Perspective on Assessing the Significance of Information Technology in Education

Jarkko Alajääski Jyrki Suomala

Evaluation of a Faculty Development Model for Technology Use in Higher Education for Late Adopters

Jessica Kahn Robert Pred

Technology Training for Teacher Education in Jamaica: A Case for Needs Assessment

Moses Peart Caryl J. Sheffield

COATT: A State-Wide Initiative to Evaluate and Improve Teacher Technology Education

Thomas Fox McManus Michael T. Charles Reuben A. Rubio Ellen S. Hoffman James S. Lenze

Technology 2000: Using Electronic Portfolios for the Performance Assessment of Teaching and Learning

Dennis M. Holt Paula McAllister Erin Claxton Ingram

Assessing Technology Based Instruction in Biology and Geography

Eila Jeronen

Index

EDITORIAL

Assessing Learning in the New Age of Information Technology in Education

Leping Liu D. LaMont Johnson Cleborne D. Maddux Norma J. Henderson

This collection of articles is devoted to issues and trends in assessment relating to information technology in education. We believe an examination of such issues and trends is important because of the increased emphasis information technology in education is receiving at national, state, and local levels. The emphasis on using information technology in teaching and learning cuts across ail levels of education from pre-school to higher education. Consequently, in an age of ever-increasing demand for accountability, those who advocate using technology in education are being asked to demonstrate results using valid and relevant assessment procedures. The bottom line is that those of us who advocate for integrating information technology into teaching and learning promise more efficient and effective education. Questions are being asked now and will be asked more forcefully in the near future regarding our ability to deliver on this promise. This collection of articles addresses ways and means of demonstrating our success.

LEPING LIU is Assistant Professor, Department of Reading, Special Education and Instructional Technology, College of Education, Towson University, Towson, MD 21252 (E-mail: [email protected]).

D. LAMONT JOHNSON is Professor, Department of Counseling and Educational Psychology, University of Nevada, Reno, NV 89557 (E-mail: [email protected]). CLEBORNE D. MADDUX is Professor, Department of Counseling and Educational Psychology, University of Nevada, Reno, NV 89557 (E-mail: [email protected]). NORMA J. HENDERSON is doctoral candidate, Department of Counseling and Educational Psychology, University of Nevada, Reno, NV 89557 (E-mail: [email protected]).

[Haworth co-indexing entry note]: "Assessing Learning in the New Age of Information Technology in Education." Liu et al. Co-published simultaneously in Computers in the Schools (The Haworth Press, Inc.) Vol. 18, No. 2/3, 2001, pp. 1-3; and: Evaluation and Assessment in Educational Information Technology (ed: Leping Liu et al.) The Haworth Press, Inc., 2001, pp. 1-3. Single or multiple copies of this article are available for a fee from The Haworth Document Delivery Service [l-800-HAWORTH, 9:00 a.m. 5:00 p.m. (EST). E-mail address: [email protected]].

In 1988, Computers in the Schools devoted a theme issue to assessing the impact of information technology (Maddux, 1988). A lot has changed since that issue was published. The technology has certainly changed, the way we use the technology has changed, and we propose that the methods for evaluating our efforts have changed. Therefore, we believe this volume provides a timely reexamination of this important topic.

Since 1988, the number of master's and doctoral programs focusing on information technology in education has increased dramatically. This trend is one sign of the steady maturation of the field of information technology in education. As the field matures, the need for appropriate assessment methods becomes more urgent. As faculty members, administrators, and classroom teachers deal with meeting this need, three assumptions are emerging:

1. Instruction on learning to use, and learning to apply, information technology in education differs significantly from instruction in other curricular areas (Grin & van de Graaf, 1996; Hargreaves, 1997).
2. As the technology has changed, and the applications have changed, courses dealing with information technology in education have changed, thereby creating a need to reevaluate assessment methods for these courses (Johnson & Liu, 2001; Liu & Cheeks, 2001).
3. In most well-developed graduate programs emphasizing information technology in education, assessment is a ...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Contents
• Index