Assessment, Evaluation, and Revision of a Technology Plan

Assessment, Evaluation, and Revision of a Technology Plan

Debra L. Chapman (University of South Alabama, USA), Melinda Bynog (Acadiana Technical College, USA) and Howard Yocom (The University of Southern Mississippi, USA)
Copyright: © 2013 |Pages: 27
DOI: 10.4018/978-1-4666-2656-0.ch008


To assess, evaluate, and revise a technology plan, the first task is to collect data that is an integral component of a technology plan. How the data is collected, the types of data needed, and who should be consulted during the data collection process are all very important questions that must be addressed when creating a technology plan. The interpretation of valid and reliable data is the basis for the successful integration of technology into the educational institution. This chapter provides information concerning methodologies to be used during the data collection process for technology planning. Additionally, the chapter addresses both formative and summative assessments, as well as the kinds of evaluations associated with technology plans. The chapter includes tables and exemplars of technology milestones and survey tools, which are important factors in the development of a technology plan.
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Importance Of Data

Today's world is more than a school, or schools, resolved to promote education through the teaching of the three R’s. The schools of today are driven by data that changes the way curriculum is understood, modifies the strategies of teaching, and helps develop new methodologies for the delivery of instruction, much of which now involves technology. Data includes, but is not limited to, information from standardized exams, state issued tests, assessments by educators, and other means. In a sense, data can be said to be more than just the driving force behind a curriculum and instructional change, and can be considered to be part of the very essence of education itself.

The collection, assimilation, and subsequent dissemination of data may seem to be simple concepts. Yet, these concepts have been misused and misinterpreted by many throughout the ages, usually in defense of some arbitrary event, or motivated by aspects even more cynical such as power, control of public opinion and support, and the flow of money and resources. Data, itself, is not the problem. The instrument(s) and the reasons behind their creation may be.

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