Chapter 13 Program Evaluation and Technology Integration Strategies
Chapter Outline • Program Evaluation • Mission and Goals • Objectives to Implement Goals • Activities to Complete Objectives • Methods to Access Effectiveness of the Objectives • Decision Making Based on Data • Looping Back Through Revision and Reflection, Research, and Craft Knowledge • Integration Strategies • Part I: Leadership Policy and Innovative Practice • Part II: Leadership Teaching and Learning • Part III: Leadership: Social, Cultural, and Legal • Part IV: Leadership Digital Assessments and Evaluation • Final Word on Codes, Standards, and Adult Learning
Chapter Questions • What are the primary challenges administrators face in optimally managing, utilizing, and evaluating technology use and tools? • What are the technology integration strategies for teachers teaching today that educational leaders need to know?
Chapter Questions, con’t • How can leaders ensure serendipitous data are explored? • How can leaders choose the learning/technology strategies that are most effective for a building/district/university?
How we lead the adult learneris greatly impacted by knowledge of both the context and the learner him- or herself. Contextual understanding by the educational leader is as critical as the transfer of knowledge and how it is transferred through strategies and activities. One’s skill and ability as an educational leader is tested now by both knowledge of how adults learn and the tools available today. Papa & Papa, Chapter 5
Looping Back through Revision, Reflection, Research, and Craft Knowledge (1) Identify basic issues/problems that need attention (2) Determine data necessary for making informed decisions (3) Determine the usefulness of existing data (4) Determine new data that must be collected (5) Identify evaluation design (6) Determine tools and data acquisition strategies (7) Determine timelines and assign staff roles (8) Conduct evaluations (9) Analyze data and develop conclusions (10) Report data to address various audience(s) needs Northwest Educational Technology Consortium (NETC, 2005)
Integration Strategies Most chapter authors recommend explicit learning strategies, or well-defined and replicable activities used to guide future activities, and explicit technology strategies, or well-defined multimedia tools and replicable activities used to guide future activities.
Final Word On Codes, Standards, And Adult Learning Program evaluation processes and integration strategies when informed by the administrator’s code of ethics and the various standards (from ISLLC 2008 to NETS-S , NETS-T , and NETS-A ) can be both daunting and exhilarating. Basic human dignity and respect for others are at the heart of the school leader’s ability to promote change and exploration while evaluating progress of students.
Surowiecki (2005)wrote that “the solutions to cooperation and coordination problems are real in the sense that they work. They are not imposed from above, but emerge from the crowd” (p. 271). Common good intent develops from community learning experiences.
Technology Strategies for Each of the Four Adult Learning Approaches Chapter 5 Hear Itfocuses on the learner who needs to read and write the concepts in order to learn the content. See Itoffers a visual for the learner, such as writing in chat rooms. Say Itrefers to learners who must talk about the concept and are frequently those who ask a lot of questions. This strategy is good for peer-to-peer online work and group work done in online learning communities. Do Itis the hands-on application that allows for trial and error.
Adults, by nature, will learn best when in a mentoring, collaborating working community. In this environment the educational leader acknowledges that he or she is a learner as well. Figure 5.2 (Chapter 5) describes how adults can be taught using methods that reach all learners. Figure 13.2 has the educational leader understand that if the learning strategies are changed, all adult learners can be engaged in technology practices . . . and must be engaged for effectiveness of teaching practices and strategies and ensuring the students in our schools are receiving the highest quality learning practices possible. A good leader knows this. A great leader does it!
Key Principles for Leaders to Know • Program evaluation processes are critical to curricular innovations. • Technology strategies are essential learning guides to the school leader. • Serendipitous data should be explored. • Training programs are needed with enrichment activities at various levels—nonusers through those able to integrate, expand, and refine. • The learning/technology strategies that make sense for your building or district should be used.