Using Technology Evaluation to Enhance Student Learning
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Given the level of spending and hours devoted to technology-based activities in today's schools, educators and policymakers need to know which technologies have real, long-term payoffs for improving student learning. This volume interprets the research perspectives published in Evaluating Educational Technology: Effective Research Designs for Improving Learning to provide valuable insights for the successful use of technology in different classroom and curricular settings. This shorter, practitioner-oriented volume addresses such issues as: * The need for policymakers and teachers to be involv...
Given the level of spending and hours devoted to technology-based activities in today's schools, educators and policymakers need to know which technologies have real, long-term payoffs for improving student learning. This volume interprets the research perspectives published in Evaluating Educational Technology: Effective Research Designs for Improving Learning to provide valuable insights for the successful use of technology in different classroom and curricular settings. This shorter, practitioner-oriented volume addresses such issues as: * The need for policymakers and teachers to be involved in setting the agenda for research so it provides knowledge they can use to improve education. * The kinds of learning technology research that best addresses the needs of policymakers at the state, district, and school levels. * The importance of incorporating factors such as a teacher's background, teaching philosophy, training, and experience into research designs. * The many individual technology-based interventions involving content and skills, particularly high-order reasoning and problem solving. * Whether it is worthwhile for state and school districts facing budget deficits to spend money to replace or upgrade their equipment and software. This groundbreaking resource--used alone or with its companion research volume--will give you the tools you need to make research-based decisions concerning the use of educational technology.
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