Educational Technology Program and Project Evaluation

J. Michael Spector is Professor and former Chair of the Department of Learning Technologies at the University of North Texas, USA. Dr. Spector has served as Executive Vice President on the International Board of Standards for Training, Performance and Instruction (ibstpi), a member of the Executive Committee of the IEEE Computer Society’s Learning Technology Technical Committee, and as President of the Association for Educational and Communications Technology (AECT). He was lead editor on the third and fourth editions of the Handbook of Research on Educational Communications and Technology, edited the Encylopedia of Educational Technology, and has more than 150 journal articles, book chapters, and books to his credit.Allan H.K. Yuen is Associate Professor, Director of the Centre for Information Technology in Education, and Program Director of the B.Sc. in Information Management in the Division of Information and Technology Studies at the University of Hong Kong. Dr. Yuen is the Editor of the Journal of Communication and Education and has more than 100 publications including journal articles, book chapters, and books. He has served as Vice Chairman of the Hong Kong Educational Research Association (HKERA), and as President of the Hong Kong Association for Educational Communications and Technology (HKAECT).

• AcknowledgementsPreface PART I — INTRODUCTION AND OVERVIEWChapter 1: The Nature of Learning, Performance, and InstructionChapter 2: Projects, Programs, Products, Practice, and PolicyChapter 3: Evaluation Goals and ScopeChapter 4: Types of EvaluationsChapter 5: Major Evaluation TasksPART II — AN EVALUATION FRAMEWORKChapter 6: Needs Assessment Chapter 7: Symptoms and Underlying CausesChapter 8: A Theory of ChangeChapter 9: Outcome Measures and IndicatorsChapter 10: Mediators, Moderators, and Contextual FactorsPART III — LOGIC MODELS AND IMPLEMENTATIONSChapter 11: Interventions and Implementation PlansChapter 12: Developing a Logic ModelChapter 13: Identifying Indicators and MeasurementsChapter 14: Measurement Instrumentation and ProtocolsChapter 15: Fidelity of Implementation PlansPART IV — TRANSLATING PLANS INTO ACTIONSChapter 16: Milestones for Effective Technology IntegrationChapter 17: Ongoing Formative EvaluationsChapter 18: Dynamic Improvements to Ensure SuccessChapter 19: Collecting and Analyzing DataChapter 20: Informing and Improving Policy ImplementationChapter 21: Documenting, Reporting, and RecommendingPART V — ADDITIONAL RESOURCESGlossary of TermsConsolidated ReferencesAppendix A: A Sample Evaluation PlanAppendix B: Professional Evaluation AssociationsAppendix C: Peer-Reviewed Evaluation JournalsIndex

"Educational Technology Program and Project Evaluation provides foundational knowledge, framework, tools, and methods of evaluation for implementing educational projects, programs, products, practices, and policies. As long as the impact of ICT in education is a primary concern, the information on evaluation in this book will be crucial, and the guidance and resources it provides will be of great help in practice."Gu Xiaoqing, Dean, Department of Educational Information Technology, East China Normal University, China"Educational Technology Program and Project Evaluation is a well-organized resource written for anyone who desires to better understand and document an education technology initiative. This text not only describes evaluation models and strategies, but also provides helpful guidance in understanding the educational context of the evaluation. I will recommend this book to Intel© Corporation’s program managers and ministry of education officials around the world."Jon K. Price, Ph.D., Research Scientist, Intel Education