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Using Technology Evaluation to Enhance Student Learning


reviewed by Wayne Whitfield — 2004

coverTitle: Using Technology Evaluation to Enhance Student Learning
Author(s): Barbara Means and Geneva D. Haertel (Editors)
Publisher: Teachers College Press, New York
ISBN: 0807743380, Pages: 144, Year: 2004
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In this companion piece to their 2003 work, Evaluating Educational Technology: Effective Research Designs for Improving Learning, editors Barbara Means and Geneva Haertel provide a resource to educational policymakers, administrators, and practitioners in the area of educational technology.  As stated by Linda Roberts in the Forward, together “These volumes will be a valuable resource for the academic community and those who are engaged in the evaluation of projects and initiatives in the United States and in other counties as well.”  The work is organized into four parts.  Parts one through three each address a thematic topic composed of specific methodologies and practices proposed in the research design chapters of Evaluating Educational Technology.  Part four provides recommendations for the development of a national research agenda for the assessment of educational technologies. Before beginning to discuss the content and specific issues of the parts of this work, I feel it incumbent upon me to mention a personal perception that continued to make itself known as I attempted to consider the work. ... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 8, 2004, p. 1666-1668
http://www.tcrecord.org ID Number: 11309, Date Accessed: 10/23/2017 8:31:59 PM

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About the Author
  • Wayne Whitfield
    State University of New York, Oswego
    E-mail Author
    WAYNE A. WHITFIELD is an assistant professor of Education in the Technology Department at SUNY Oswego. He holds a BA and MA in Education from The George Washington University along with a Ph.D. in Technology Education from the University of Maryland. He taught technology education in the public schools for 14 years. His primary interests include research methodology, educational philosophy, and instructional assessment.
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