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Research Article
Rethinking Program Evaluation in Educational Technology

David Devraj Kumar
Professor of Science Education, College of Education
Florida Atlantic University, United States of America (U.S.A.),
Email: david@fau.edu

Abstract

Ideas for rethinking program evaluation in educational technology in order to make
informed decisions to reform teaching and learning are explored. The complexity of
program evaluation when dealing with complex educational technology systems involving
various subject disciplines, grade levels and the degree (e.g., how, where) to which it
overlaps and/or integrates with each individual discipline and grade demands more
comprehensive approaches to evaluation. A comprehensive evaluation model placed
in real-world supportive and contextual factors with insights from classic evaluation
methods is suitable for gaining a detailed layout of educational technology programs.

Keywords: Program Evaluation, Educational Technology, Context, Comprehensive,
Teaching , Learning
Introduction to fully integrate educational technology
in education. Often, conventional
Program Evaluation in educational
technology is an essential area of inquiry program evaluation methods developed
with considerable impact on almost every for single discipline evaluations
aspect of education, especially teaching are arbitrarily applied to evaluate
and learning in this twenty-first century. educational technology because of
Reforming educational technology a push for educational technology
remains a priority in the United States, integration in teaching and learning
Canada, India, Europe, Australia, and from businesses especially computer
many countries worldwide because and software industries. In this context,
of its significant role in developing further discussion will address how
a technology-literate workforce. An to think about developing program
apparent ongoing rush to implement evaluation methods for educational
educational technology is evident in technology. Before proceeding further,
almost every sector of education from it is necessary to define operationally
K-12 to post-secondary levels. However, the terms program evaluation and
adequate program evaluation methods educational technology in the context
suitable for evaluating educational of this paper..
technology are still lacking. This lack of
sufficient program evaluation methods Program Evaluation
originates primarily due to a lack of Program evaluation is a complex, but
a clear understanding of educational systematic method of gathering and
technology, and a scarcity of strategies analyzing qualitative and quantitative

Indian Journal of Educational Technology 1
Volume 3, Issue 2, July 2021