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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

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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. / Passey, Don.

In: Education and Information Technologies, Vol. 4, No. 3, 1999, p. 221-248.

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@article{47fa2a1a43b74c84b1418616cb0dd650,
title = "Strategic evaluation of the impacts on learning of educational technologies: Exploring some of the issues for evaluators and future evaluation audiences",
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.",
keywords = "strategic evaluation - educational technologies - school-level evaluation - audience - evaluation outcomes",
author = "Don Passey",
year = "1999",
doi = "10.1023/A:1009636008608",
language = "English",
volume = "4",
pages = "221--248",
journal = "Education and Information Technologies",
issn = "1360-2357",
publisher = "Kluwer Academic Publishers",
number = "3",

}

RIS

TY - JOUR

T1 - Strategic evaluation of the impacts on learning of educational technologies: Exploring some of the issues for evaluators and future evaluation audiences

AU - Passey, Don

PY - 1999

Y1 - 1999

N2 - 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.

AB - 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.

KW - strategic evaluation - educational technologies - school-level evaluation - audience - evaluation outcomes

U2 - 10.1023/A:1009636008608

DO - 10.1023/A:1009636008608

M3 - Journal article

VL - 4

SP - 221

EP - 248

JO - Education and Information Technologies

JF - Education and Information Technologies

SN - 1360-2357

IS - 3

ER -