000			05224cam a2200421 i 4500
999			_c50331 _d50331
001			18886123
003			CITU
005			20211115144028.0
008			151207s2016 nyu b 001 0 eng
010			_a 2015038117
020			_a9781138851429 (pbk.)
020			_z9781315724140 (ebook)
040			_aDLC _beng _cDLC _erda _dDLC
041			_aeng
042			_apcc
050	0	0	_aLB1028.3 _b.S6294 2016
082	0	0	_a371.33 _223
100	1		_aSpector, J. Michael, _eauthor.
245	1	0	_aEducational technology program and project evaluation / _cJ. Michael Spector, Allan H.K. Yuen.
264		1	_aNew York : _bRoutledge, Taylor & Francis Group, _c2016.
300			_axvii, 190 pages ; _c26 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	0		_aInterdisciplinary approaches to educational technology
500			_aJ. Michael Spector is Professor and former Chair of the Department of Learning Technologies at the University of North Texas, USA. Dr. Spector has served as Executive Vice President on the International Board of Standards for Training, Performance and Instruction (ibstpi), a member of the Executive Committee of the IEEE Computer Society?s Learning Technology Technical Committee, and as President of the Association for Educational and Communications Technology (AECT). He was lead editor on the third and fourth editions of the Handbook of Research on Educational Communications and Technology, edited the Encylopedia of Educational Technology, and has more than 150 journal articles, book chapters, and books to his credit. Allan H.K. Yuen is Associate Professor, Director of the Centre for Information Technology in Education, and Program Director of the B.Sc. in Information Management in the Division of Information and Technology Studies at the University of Hong Kong. Dr. Yuen is the Editor of the Journal of Communication and Education and has more than 100 publications including journal articles, book chapters, and books. He has served as Vice Chairman of the Hong Kong Educational Research Association (HKERA), and as President of the Hong Kong Association for Educational Communications and Technology (HKAECT).
504			_aIncludes bibliographical references and index.
505			_aAcknowledgements Preface PART I - INTRODUCTION AND OVERVIEW Chapter 1: The Nature of Learning, Performance, and Instruction Chapter 2: Projects, Programs, Products, Practice, and Policy Chapter 3: Evaluation Goals and Scope Chapter 4: Types of Evaluations Chapter 5: Major Evaluation Tasks PART II - AN EVALUATION FRAMEWORK Chapter 6: Needs Assessment Chapter 7: Symptoms and Underlying Causes Chapter 8: A Theory of Change Chapter 9: Outcome Measures and Indicators Chapter 10: Mediators, Moderators, and Contextual Factors PART III - LOGIC MODELS AND IMPLEMENTATIONS Chapter 11: Interventions and Implementation Plans Chapter 12: Developing a Logic Model Chapter 13: Identifying Indicators and Measurements Chapter 14: Measurement Instrumentation and Protocols Chapter 15: Fidelity of Implementation Plans PART IV - TRANSLATING PLANS INTO ACTIONS Chapter 16: Milestones for Effective Technology Integration Chapter 17: Ongoing Formative Evaluations Chapter 18: Dynamic Improvements to Ensure Success Chapter 19: Collecting and Analyzing Data Chapter 20: Informing and Improving Policy Implementation Chapter 21: Documenting, Reporting, and Recommending PART V - ADDITIONAL RESOURCES Glossary of Terms Consolidated References Appendix A: A Sample Evaluation Plan Appendix B: Professional Evaluation Associations Appendix C: Peer-Reviewed Evaluation Journals Index
520			_aEducational Technology Program and Project Evaluation is a unique, comprehensive guide to the formative and summative evaluation of projects, programs, products, practices, and policies involving educational technology. Written for both beginning and experienced evaluators, the book utilizes an integrative, systems-based approach; its practical emphasis on logic models and theories of change will help readers navigate their own evlauation processes to improve interventions and conduct meaningful educational research. Key features include: evidence-based guidelines for constructing and conducting evaluations; practical exercises to support the development of knowledge, skills, and program evaluation portfolios; a variety of interdisciplinary case studies; references and links to pertinent research and resources. Using the TELL, ASK, SHOW, DO model first introduced in this series, Educational Technology Program and Project Evaluation provides comprehensive coverage of the concepts, goals, design, implementation, and critical questions imperative to successful technology-enhanced evaluation.
650		0	_aEducational technology _xEvaluation.
650		0	_aComputer-assisted instruction _xEvaluation.
650		0	_aSchool management and organization.
650		0	_aProject management.
700	1		_aYuen, Allan, _eauthor.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBK