Contextual Variables in a Technology-Based Teacher Education Project
Full recordShow full item record
AbstractIn this paper the application of a synthesized program evaluation model emphasizing contextual/environmental factors is described. The model recognizes that the life cycle of projects is the core of what is to be evaluated, and the life cycle is embedded in an environment of personal, social and economic factors. Therefore evaluation of large scale education programs and projects should focus on factors such as organizational climate, evidence that the environment was supportive of change and experimentation, administrative interest in and knowledge of the project, and the availability of resources to facilitate users to adopt new products and processes, and so forth. The evaluation model was applied to study the interactive technology-based teacher education project of Vanderbilt University. The findings revealed that the following factors worked together for project success and they are: (a) conducive environment for innovation and development in the use of interactive technology for teacher education; (b) faculty interest and commitment to integrate technology into their instruction both inside and outside education; (c) administrative support, and: (d) strong technical support.