June 2005 — Features
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One Size Does Not Fit All
Stage 5: Evaluation
Both formative and summative evaluation procedures are recommended to assess the initiative’s impact on teaching and learning (Thomas Guskey, “The Age of Our Accountability,” Journal of Staff Development, 1998, www.nsdc.org/library/publications/jsd/guskey194.cfm). Formative data can be used to measure the ongoing effectiveness of the Technology Integration Plan by comparing data to established benchmarks. Summative data collection is used to measure the outcomes against the goals and objectives to decide the merits of the program based upon the final results. Unfortunately, decision-makers sometimes skip the formative evaluation process and go straight to summative evaluation. If this occurs, evaluators miss valuable opportunities to examine current realities and make adjustments along the way. In the end, outcomes may not match expectations and programs may be discontinued.
Summary
This article began with a description of how America’s schools are changing in instructional delivery and expectations, but access alone is not enough. Without effective professional development, which includes clear expectations, mentoring, and practice, technology integration will not be realized, and the current situation will not change to facilitate 21st century learners.
School leaders know that lasting instructional change is difficult to develop and maintain. However,sustainable changes can occur through development of long-term goals and objectives, involvement of representative stakeholders, an inclusive implementation time line, and comprehensive formative assessment procedures.
It’s also important to remember that change takes time, and a realistic Technology Integration Plan should span three to five years. During this time, administrators must be patient, diligent, and attentive. Through strong vision and leadership, the number of educators who can integrate technology effectively into their teaching practices will increase, which will ultimately lead to higher levels of student achievement.
Janice Hinson, Ed.D., is the coordinator of the educational technology specialization in Louisiana State University’s College of Education. Kimberly LaPrairie is a doctoral student at LSU, specializing in educational technology. Janet Cundiff is the technology coordinator and a drafting teacher at Woodlawn High School in Baton Rouge, LA.
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