| Results of ERIC Search 1993 ( ( 1993 ):Publication Date and ( Educational_Technology ):Descriptor )and ( Program_Evaluation ):Descriptor )and ( Elementary_Secondary_Education ):Descriptor ) (9 hits, 9 records returned) -ERIC_NO- ED365693 -TITLE- Using A "Portfolio" Strategy To Evaluate Utah's Educational Technology Initiative: Findings and Policy Lessons. -AUTHOR- Mergendoller, John R.; And Others -LANGUAGE- English -DESCRIPTORS- Academic_Achievement Computer_Uses_in_Education Data_Collection Educational_Policy Educational_Technology Elementary_Secondary_Education Evaluation_Methods Financial_Support Portfolios Program_Evaluation Staff_Development State_Aid State_Programs Technological_Advancement -IDENTIFIERS- Utah Utah Educational Technology Initiative -ABSTRACT- With the Utah Educational Technology Initiative (ETI), the State has increased its commitment to educational technology. The evaluation of the Utah ETI is built around the concept of portfolio analysis, an evaluation method that incorporates the collection of diverse types of data and enables a number of types of evidence to be used to gauge accomplishments. Over 3 years, the Beryl Buck Institute in Novato (California) will examine the success of ETI through reports from principals, analyses of student achievement scores, examples of student work, and the testimonies of those involved in the projects. Findings to date are summarized in the areas of: (1) program implementation; (2) computer acquisition and placement; (3) ETI's impact on student achievement and motivation; (4) teacher computer utilization; and (5) staff development. After the first 2 years of the evaluation, the conclusion is that ETI has contributed significantly to Utah education by making it possible for schools to purchase educational technology. Most teachers are now able to use computer technology competently. More sophisticated instructional uses of educational technology are found less frequently, and there is general agreement that a significant investment in the professional development of preservice and practicing teachers will be necessary if the potential of technology purchased with ETI funds is to be realized. Six figures and one table illustrate this discussion. (SLD) -GEOG_SOURCE- U.S.; Utah -CLEARINGHOUSE_NO- TM020863 -INSTITUTION_NAME- Beryl Buck Inst. for Education, Novato, CA.; Utah State Office of Education, Salt Lake City. -PUBLICATION_TYPE- 142; 150 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage. -ERIC_NO- ED364213 -TITLE- ITV, Interactive Television: The Future Is Now: "Sharing Our Resources through Communication." Revised. -LANGUAGE- English -DESCRIPTORS- Color Corporate_Support Cost_Effectiveness Distance_Education Educational_Technology Educational_Television Elementary_Secondary_Education Interactive_Video Pilot_Projects Productivity Program_Evaluation School_Business_Relationship School_Districts State_Programs Teaching_Methods Technological_Advancement Telecommunications -IDENTIFIERS- Compressed Video Kansas Two Way Communication Two Way Television -ABSTRACT- With the advent of numerous Kansas two-way interactive television (ITV) clusters and compressed video sites, the state has set the standard in revolutionary communications methods in elementary and secondary education. Nine projects using ITV in Kansas are described. Most allow delivery of lessons to students in other communities or schools. The success of these projects is due largely to the cooperation of local businesses, including telecommunications companies, the communities, and the school systems. These 9 interactive television clusters serve 48 Kansas cities and towns at present, and network officials are working to expand their capacities. ITV is making it possible to increase productivity and cut costs, and to set higher goals in education. Expanded partnerships with education, business, health care, and other industries will create a complete two-way network in Kansas. The next step is increased public understanding to improve participation. Eleven figures and 11 color photographs illustrate the networks and the statewide use of ITV. (SLD) -GEOG_SOURCE- U.S.; Kansas -CLEARINGHOUSE_NO- IR016391 -INSTITUTION_NAME- Kansas State Board of Education, Topeka. -PUBLICATION_TYPE- 142 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED369392 -TITLE- Integrating Technology in the Classroom: Process Evaluation, Strategies and Issues. -AUTHOR- Atkins, Debbie; And Others -LANGUAGE- English -DESCRIPTORS- Computer_Assisted_Instruction Data_Analysis Educational_Assessment Educational_Technology Elementary_Secondary_Education Evaluation_Methods Grants Program_Evaluation Social_Studies -IDENTIFIERS- Leon County School District FL -ABSTRACT- This paper presents the evaluation results of the "Exploring with Technology" grant funded during the 1992-1993 school year by the Florida Department of Education. The grant proposed to integrate a variety of technological applications with the social studies curriculum. The main purpose of the paper is to discuss the process evaluation of the implementation. Topics covered are the project description; the specific grant components; a literature review; the evaluation plan; the data collection strategies; the summary of findings by evaluation questions (both the processes and the outcomes); and conclusions and recommendations. (Contains 8 references.) (JLB) -GEOG_SOURCE- U.S.; Florida -CLEARINGHOUSE_NO- IR016624 -INSTITUTION_NAME- Leon County Schools, Tallahassee, Fla. -PUBLICATION_TYPE- 142; 150; 160 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage. -ERIC_NO- ED359930 -TITLE- Programs of 1992 Winning Teams. Pioneering Partners. -LANGUAGE- English -DESCRIPTORS- Computer_Assisted_Instruction Educational_Cooperation Educational_Technology Elementary_Secondary_Education Extracurricular_Activities Information_Dissemination Interdisciplinary_Approach Partnerships_in_Education Pilot_Projects Program_Evaluation Technological_Advancement -IDENTIFIERS- United States (Great Lakes Region) -ABSTRACT- Pioneering Partners for Educational Technology was created to enhance learning in kindergarten through grade 12 by accelerating the use of educational technology. The program spotlights 24 project teams from Great Lakes states that are already using technology in creative ways in the following states: (1) Illinois; (2) Indiana; (3) Michigan; (4) Minnesota; (5) New York; (6) Ohio; (7) Pennsylvania; and (8) Wisconsin. Winning teams receive recognition, training, and coalition building assistance and see their project ideas disseminated. As a result, students across the area benefit. Narratives of the 24 programs that received Pioneering Partnership awards in 1992 are presented. They include in-school and extracurricular activities in basic skills and interdisciplinary approaches for elementary schools and secondary schools. (SLD) -GEOG_SOURCE- U.S.; Indiana -CLEARINGHOUSE_NO- IR016145 -INSTITUTION_NAME- Council of Great Lakes Governors, Inc., Madison, WI.; GTE North Inc., Ft. Wayne, IN. -PUBLICATION_TYPE- 141 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED362150 -TITLE- Promoting Success in Educational Partnerships Involving Technology. -AUTHOR- Baker, Linda M. -LANGUAGE- English -DESCRIPTORS- Administrative_Problems College_School_Cooperation Cooperative_Programs Educational_Objectives Educational_Technology Elementary_Secondary_Education Higher_Education Partnerships_in_Education Program_Development Program_Evaluation School_Business_Relationship Success Technological_Advancement -ABSTRACT- The goals of educational partnerships between schools and businesses or associations often include the purchase of educational technology and its integration into the daily life of schools. A study was conducted to determine the common features of successful technology partnerships and factors that contribute to success. After preliminary analysis of the literature, data were collected through telephone interviews with 23 representatives of 15 educational partnerships involving businesses, schools, and universities. Professionals from all three groups enjoyed partnership participation, and over half expected their partnerships to continue. Twenty-one respondents considered their programs successful, although many thought that evaluation had not been entirely adequate. Many problematic features were identified, including failures of planning and implementation and logistic problems. Partners sometimes disagreed about the technology or the roles of partners and teachers, but conflicts generally were resolved. Choosing people and sites carefully was identified as one of the most important components of success. Responses emphasized that partnerships, while they have great potential for enhancing education, require hard work for success. An appendix contains the interview protocol. (Contains 18 references.) (SLD) -GEOG_SOURCE- U.S.; Louisiana -CLEARINGHOUSE_NO- IR016306 -PUBLICATION_TYPE- 143; 150; 160; 800 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- EJ473069 -TITLE- Technology Strategically Planned: A Dismal or Bright Future? -AUTHOR- Farrell, Rod; Gring, Stephen -JOURNAL_CITATION- T.H.E. Journal; v21 n4 p119-22 Nov 1993 -LANGUAGE- English -DESCRIPTORS- Consultants Curriculum_Development Educational_Objectives Educational_Planning Educational_Technology Elementary_Secondary_Education Instructional_Materials Interviews Long_Range_Planning Models Needs_Assessment Program_Evaluation Program_Implementation Public_Schools School_Surveys -IDENTIFIERS- Examples Pennsylvania Strategic Planning Technology Planning -ABSTRACT- Discusses planning for the use of technology in education; explains a planning process model that includes needs assessment, creating and selecting goals, and implementing and evaluating the plan; and describes an application of this model in the Unionville-Chadds Ford School District (Pennsylvania). (LRW) -CLEARINGHOUSE_NO- IR527678 -PUBLICATION_TYPE- 055; 141; 080 -PUBLICATION_DATE- 1993 -ERIC_NO- ED374628 -TITLE- District 75/Citywide Technology Solutions Program, 1992-1993. OER Report. -AUTHOR- Blunden, Connie; And Others -LANGUAGE- English -DESCRIPTORS- Assistive_Devices Computers Computer_Software Educational_Technology Elementary_Secondary_Education Inservice_Teacher_Education Microcomputers Participant_Satisfaction Program_Effectiveness Program_Evaluation Severe_Disabilities Technical_Assistance Urban_Education Workshops -IDENTIFIERS- New York City Board of Education -ABSTRACT- The Adaptive Technology Program established five Adaptive Technology Centers (ATCs) in each of the five boroughs of New York City in 1990. These centers house various state-of-the-art technologies designed to enhance the functioning of students with severe disabilities. Equipment includes assistive devices, augmentative communication systems, adaptive computer hardware, peripherals, and software. The ATCs also provide technological support and training in the use of the equipment to school system staff responsible for the educational development of these students. The program also operates a Vision Resource Center, a Hearing Resource Center, and the Access Tech component, which provides on-site environmental assessment in the classroom, workplace, and home. Evaluation of the 1992-93 program via a survey of 110 users revealed that 3,380 students had benefitted from services provided by the ATCs. Teachers, therapists, paraprofessionals, and parents used the ATCs for information and training and to borrow equipment. In general, respondents were very satisfied with the availability of materials and equipment and with the responsiveness of the ATCs to their needs. ATC training workshops were perceived as well-organized and thorough. Users evaluated the ATC workshops positively. (JDD) -GEOG_SOURCE- U.S.; New York -CLEARINGHOUSE_NO- EC303353 -INSTITUTION_NAME- New York City Board of Education, Brooklyn, NY. Office of Educational Research. -PUBLICATION_TYPE- 142 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. -ERIC_NO- ED370532 -TITLE- The Utah Educational Technology Initiative Year Two Evaluation: Program Implementation, Computer Acquisition and Placement, and Computer Use. -AUTHOR- Mergendoller, John R.; And Others -LANGUAGE- English -DESCRIPTORS- Computer_Assisted_Instruction Courseware Educational_Improvement Educational_Technology Elementary_Secondary_Education Financial_Support Higher_Education Inservice_Teacher_Education Program_Evaluation Questionnaires School_Districts Schools_of_Education School_Surveys State_Programs Tables Use_Studies -IDENTIFIERS- Access to Computers Computer Coordinators Training Needs Utah -ABSTRACT- This evaluation report describes program implementation, computer acquisition and placement, and computer use during the second year (1991-92) of the Utah Educational Technology Initiative (ETI). In addition, it discusses the various ways computers are used in Utah schools and reports the opinions and experiences of ETI coordinators in the 12 school districts closest to Salt Lake City. The five chapters are as follows: (1) "An Overview of the Utah Educational Technology Initiative and this Evaluation" addresses Utah's financial commitments to educational improvement through educational technology, previous evaluation reports, and data sources for this report; (2) "ETI Implementation during the 1991-1992 School Year" discusses comments of ETI coordinators, influences on ETI development and implementation, teachers' use of technology for instruction, and inservice training; (3) "Computer-Assisted Instruction: A Continuum of Instructional Use" considers school reform and educational technology, the continuum of computer use, and software tools; (4) "The Impact of ETI Funding on Computer Access during the 1991-1992 School Year" describes computer access and location, student/computer ratios 1989-92, and computer type and location; and (5) "Feedback and Networking Meetings" presents a summary of participants' concerns regarding inservice, software, hardware, technical support, the ETI project office, colleges of education, legislative funding, and vendors. The appendix contains the school questionnaire and evaluation feedback data from the Alpine School District. (MES) -GEOG_SOURCE- U.S.; California -CLEARINGHOUSE_NO- IR016647 -INSTITUTION_NAME- Beryl Buck Inst. for Education, Novato, CA. -PUBLICATION_TYPE- 142; 160 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC04 Plus Postage. -ERIC_NO- ED370594 -TITLE- Introduction of Technology into the Art Curriculum. -AUTHOR- Dana, Ann S. -LANGUAGE- English -DESCRIPTORS- Animation Art_Education Computer_Assisted_Instruction Computer_Graphics Curriculum_Development Editing Educational_Objectives Educational_Technology Elementary_School_Students Elementary_Secondary_Education Film_Production Grade_3 Junior_High_Schools Middle_Schools Program_Evaluation School_Districts Technological_Advancement Videotape_Recordings Visual_Arts Visual_Literacy -IDENTIFIERS- Middle School Students -ABSTRACT- Two initiatives to introduce technology into the art curriculum of a school district are described. The initiatives gave permission for money to be spent on third-grade and middle-school programs. Both were designed around the existing art curriculum and attempted to take advantage of hardware the district already owned. In the third-grade program, the educational objective was to introduce students to computers and software as tools and media for creating art through computer graphics. Students completed the five lessons and were videotaped as they presented their art work to an audience. The middle school initiative gave advanced students an experience that was relevant to the commercial uses of art. Students learned to create and alter computer images and to create animation. Evaluation found the third-grade initiative successful because of excellent communication and cooperation, and expansion to the district's other schools was recommended. An increased level of art literacy was seen in middle school students, and the continuation of the program was recommended. A concept map is attached. (Contains 10 references.) (SLD) -GEOG_SOURCE- U.S.; Illinois -CLEARINGHOUSE_NO- IR055047 -PUBLICATION_TYPE- 141; 142; 150 -PUBLICATION_DATE- 1993 -EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage. | |
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