Rethinking Program Evaluation in Educational Technology

Abstract

Ideas for rethinking program evaluation in educational technology in order to make
informed decisions to reform teaching and learning are explored. The complexity of
program evaluation when dealing with complex educational technology systems involving
various subject disciplines, grade levels and the degree (e.g., how, where) to which it
overlaps and/or integrates with each individual discipline and grade demands more
comprehensive approaches to evaluation. A comprehensive evaluation model placed
in real-world supportive and contextual factors with insights from classic evaluation
methods is suitable for gaining a detailed layout of educational technology programs.