Unless the district is clear about its learning objectives in terms which are observable and measurable, as was done by the RBS study, it will be difficult to design a meaningful evaluation study. In some districts, the technology is selected before a determination is made regarding its uses. In addition to increasing risk by spotlighting a program, evaluation can also anger parents as some students are involved in experimental groups and others may have to put up with the traditional approach. Random selection can anger people on either side of the innovation, participating teachers, included. Voluntary participation, on the other hand, immediately distorts the findings.
Stability needs conflict with innovation, as change is seen as threatening and pain producing.
Because the potential for resistance runs high in such organizations, many leaders may trade off evaluation just to win buy-in for a change. On may be duplicated only in hard copy format for educational, non-profit school district use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Showing these pages remotely through frames is not permitted.