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Strategic evaluation of the impacts on learning of educational technologies: Exploring some of the issues for evaluators and future evaluation audiences

Research output: Contribution to journalJournal article

Published

Journal publication date1999
JournalEducation and Information Technologies
Journal number3
Volume4
Number of pages28
Pages221-248
Original languageEnglish

Abstract

The United Kingdom (UK) is not alone in its decision to move forward in major ways with technological provision in schools, and has had the experience of a wide range of evaluation studies conducted over many years on which to base its planning. The author argues in this paper that neither this basis nor the methods used will necessarily equip all future needs and requirements when planning and implementing such provision, because of the shifting contextual flux in which developments are taking place, particularly regarding the fundamental position of education within society. The author considers issues facing those involved in the strategic evaluation of educational technologies, when meeting future demands.