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Evaluating Educational Technologies: Historical Milestones
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Author(s): Laurie Ruberg (Center for Educational Technologies®,Wheeling Jesuit University, USA), Manetta Calinger (Center for Educational Technologies®,Wheeling Jesuit University, USA)and Bruce C. Howard (Center for Educational Technologies®,Wheeling Jesuit University, USA)
Copyright: 2010
Pages: 13
Source title:
ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-936-6.ch024
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Abstract
Our team of researchers reviewed published results from the last 15 years to compile a list of the characteristics of effective educational uses of technology. All the studies considered technical, administrative, and learning features, while more recent investigations emphasized administrative characteristics necessary to support No Child Left Behind reporting. Recommended characteristics have evolved over time as expectations for technology integration have shifted from a focus on technology skill development to integrated use of technology as part of effective teaching and learning practices. Technology literacy is now considered as an integrated component of curriculum support and professional development. A timeline of relevant historical milestones in the evaluation of educational technologies illustrates how the understanding of and expectations for effective use of educational technologies has progressed to keep pace with advances in technological affordances.
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