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Presentation: System-Wide Evaluation of ICT in Education
| Title | System-Wide Evaluation of ICT in Education |
|---|---|
| Authors | |
| Issue Date | 2002 |
| Citation | CERC : System-Wide Evaluation of ICT in Education, Hong Kong, China, 18 November 2002 How to Cite? |
| Description | Policy demands as well as accountability requirements press for more and improved evaluation research on the role and impact of ICT in education. System-wide evaluation encompasses research at the school level on up to comparative cross-national studies. The ongoing knowledge needed to design and implement non-obsolete and effective ICT programs demands a variety of investigations. The research designs will necessarily be multi-level including quantitative, qualitative, longitudinal, and cross-sectional methods. The management model proposed for ICT in education is that of
Knowledge Integration with strategies for assessing and transferring best practices. The great challenge for managing ICT in education is that the potential extends far beyond skills development and curriculum integration into new, transformative ways of learning and teaching. This vision implies the need for new and refined assessments and indicators that address all facets of the educational system. Illustrative indicators and rubrics will be shown that begin to addresses these research needs. Ronald E. Anderson is a professor of sociology at the University of Minnesota in Minneapolis, where he has been on the faculty since 1968. Anderson has authored over 80 articles; co-authored or edited eight computer-related books; and coordinated the development of at least 50 instructional software packages. Professor Anderson is Co-Editor of the Social Science Computer Review, and is Regional Editor for the Journal of Computer Assisted Learning. He is on the editorial boards for Journal of Educational Computing Research and Education and Information Technologies. As the USA's National Research Coordinator for the IEA Computers in Education study, he secured a large grant from the National Science Foundation to conduct that assessment in 1992. With Henry Becker he received funding for the "Teaching, Learning and Computing" which included a nationwide survey of K-12 schools and teachers in 1998. Dr. Anderson serves as Co-Chair of the International Steering Committee for the Second International Technology in Education Study (SITES). Thus far in the new millennium most of his time has been devoted to this international research on ICT in education. |
| Sponsorship | Centre for Information Technology in Education, University of Hong Kong. Co-organized with the Comparative Education Research Centre (CERC). |
| Persistent Identifier | http://hdl.handle.net/10722/44089 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Anderson, RE | - |
| dc.date.accessioned | 2007-05-15T08:10:23Z | - |
| dc.date.available | 2007-05-15T08:10:23Z | - |
| dc.date.issued | 2002 | - |
| dc.identifier.citation | CERC : System-Wide Evaluation of ICT in Education, Hong Kong, China, 18 November 2002 | en |
| dc.identifier.uri | http://hdl.handle.net/10722/44089 | - |
| dc.description | Policy demands as well as accountability requirements press for more and improved evaluation research on the role and impact of ICT in education. System-wide evaluation encompasses research at the school level on up to comparative cross-national studies. The ongoing knowledge needed to design and implement non-obsolete and effective ICT programs demands a variety of investigations. The research designs will necessarily be multi-level including quantitative, qualitative, longitudinal, and cross-sectional methods. The management model proposed for ICT in education is that of Knowledge Integration with strategies for assessing and transferring best practices. The great challenge for managing ICT in education is that the potential extends far beyond skills development and curriculum integration into new, transformative ways of learning and teaching. This vision implies the need for new and refined assessments and indicators that address all facets of the educational system. Illustrative indicators and rubrics will be shown that begin to addresses these research needs. | en |
| dc.description | Ronald E. Anderson is a professor of sociology at the University of Minnesota in Minneapolis, where he has been on the faculty since 1968. Anderson has authored over 80 articles; co-authored or edited eight computer-related books; and coordinated the development of at least 50 instructional software packages. Professor Anderson is Co-Editor of the Social Science Computer Review, and is Regional Editor for the Journal of Computer Assisted Learning. He is on the editorial boards for Journal of Educational Computing Research and Education and Information Technologies. As the USA's National Research Coordinator for the IEA Computers in Education study, he secured a large grant from the National Science Foundation to conduct that assessment in 1992. With Henry Becker he received funding for the "Teaching, Learning and Computing" which included a nationwide survey of K-12 schools and teachers in 1998. Dr. Anderson serves as Co-Chair of the International Steering Committee for the Second International Technology in Education Study (SITES). Thus far in the new millennium most of his time has been devoted to this international research on ICT in education. | - |
| dc.description.sponsorship | Centre for Information Technology in Education, University of Hong Kong. Co-organized with the Comparative Education Research Centre (CERC). | en |
| dc.format.extent | 1220068 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language | eng | - |
| dc.title | System-Wide Evaluation of ICT in Education | en |
| dc.type | Presentation | en |
| dc.description.nature | published_or_final_version | en_HK |