Technology Evaluation Tools and Teacher Performance in Public Schools

Technology Evaluation Tools and Teacher Performance in Public Schools

Pauline Stonehouse (Department of Education Leadership, University of North Dakota, Grand Forks, ND, USA) and Jared Keengwe (Department of Teaching and Learning, University of North Dakota, Grandforks, ND, USA)
DOI: 10.4018/jicte.2013010106
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Abstract

The purpose of this study was, (a) to describe the introduction of MVAL software and Charlotte Danielson Rubrics (CDR) as teacher evaluation tools; (b) to compare the process and outcomes of the new initiative with traditional systems, and (c) to evaluate the software from the perspective of participants in the system. This study highlights the need for public school district to improve the process of teacher evaluation using technlogy evaluation tools such as the mVal software. Addtionally, educational policy makers ought to examine effective standards-based criteria and the impact of technology tools on teacher evaluation and reflective practices.
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Purpose Of The Study

The purpose of this study was, (a) to describe the introduction of MVAL software and Charlotte Danielson Rubrics (CDR) as teacher evaluation tools; (b) to compare the process and outcomes of the new initiative with traditional systems, and (c) to evaluate the software from the perspective of participants in the system. The following research questions guided the study:

  • 1.

    What process has been adopted to introduce mVal software and Charlotte Danielson Rubrics to support teacher evaluation in the study district?

  • 2.

    How has the introduction of mVal software and Charlotte Danielson Rubrics impacted teacher evaluation and reflective practice of teachers?

  • 3.

    To what extent does mVal and Charlotte Danielson Rubrics meet the perceived assessment needs of teachers, building, and district administrators?

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