Finally, during the initial implementation, formative-assessment data should be gathered to evaluate the impact of employed strategies. While this process sounds self-evident, it is, in fact, quite different from the approach often taken. Many educators, encouraged by administrators and technology advocates to do something with technology, examine their existing units and lessons and try to find places where their current tools and strategies might be replaced by technology. State reports, once printed on paper cut in the state's shape, are now transferred to HyperStudio stacks. Class presentations on careers in science, once supported by posters, are now accompanied by highly-animated PowerPoint presentations.
Little attention is given to the value that is added by the inclusion of technology.
No reference is made to research that might defend or dismiss the application of technology. If there is no research, there is no way to judge whether technology-supported learning is more effective or has added new dimensions to the learning experience that moves the student closer to accomplishing standards. The direct path to a synergistic effect includes using technology as a design factor within these processes as well as supplying educators with information about strong, research-based technology solutions. All Rights Reserved. Disclaimer and copyright information.