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Evaluation Efforts Evaluation is both a formative and summative process. We have worked to document success in making progress in successfully fulfilling all of the objectives and goals associated with the Teaching and Technology Initiative. Nevertheless, we emphasized different components of the grant for evaluation. Professional development opportunities (goal 2) was emphasized the first year and technology field-based field experiences for the second year (goal 3). During both Year One and Two of the Teaching and Technology Initiative, the a-e-I-o-u evaluation model was used. (This model is briefly explained in the Year One Evaluation plan.) However, during year two we developed a better understanding of the need for evaluating remarks "It is a great misfortune that the best trained evaluators have been looking at education with a microscope rather than a panoramic view finder." (p.536) Although there is a need to find an evaluation model that addresses the complexities and messiness associated with the initiative, we also found we were getting bogged down in models. Therefore, for the third year of the grant, we went back to our theoretical frameworks to guide how we did our analyzed and evaluated our year three activities. We recognized that Ely's Conditions of Change, the CBAM Stages of Concern Questionnaire, and the CREATER model worked with each goal along with the entire initiative. Therefore, we have models within models being used to guide us in our evaluation efforts. Please view evaluation documents for each year of the Teaching and Technology Initiative. Year Two: PDF Year Three: PDF |
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Copyright 2002, College of Education, 2403 Norman Hall,
PO BOX 117048, Gainesville, FL 32611
Phone: (352) 392-9191, Contact: Dr. Colleen Swain -
cswain@coe.ufl.edu
