Evaluating Technology-Based Instruction (TBI)

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Author(s): Mabel C.P.O. Okojie (Mississippi State University, USA), Tinukwa C. Okojie-Boulder (Mississippi State University, USA)and James Boulder (Mississippi State University, USA)
Copyright: 2008
Pages: 6
Source title: Encyclopedia of Information Technology Curriculum Integration
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-59904-881-9.ch050

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Decades ago, instructional evaluation has in most cases focused on the objectives of the lesson, methods of delivering instruction, and outcome learning. This form of evaluation focuses primarily on teaching and learning process within the confines of the classroom and does not include all the factors that impact learning outcome. Instructional practice and its evaluation process are becoming more complex with the application of technology into pedagogy. In order to identify areas of success or failure, all aspects of technologybased instruction need to be evaluated. It is therefore important to evaluate instructional technology as part of a pedagogical process and not as a single, isolated unit. It is also important that technology being used to facilitate instruction be evaluated to determine its appropriateness in meeting the needs of the students and the goals of the instruction.

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