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Kumar (1995) and field-tested (Kumar enough to complement any subject
and Altschuld, 1999). discipline it is aligned with in the teaching
and learning process, the context
The guiding principles of the contextual
program evaluation model developed stands to provide invaluable insights
by Altschuld and Kumar (1995) based into education programs in terms
science education program evaluation of curriculum, instruction, teachers,
model with adaptations to educational students and testing useful for making
technology programs follow. Formative informed evaluative decisions, and
evaluation of the development of an should be an integral part of program
educational technology product or evaluation in educational technology
program should be the main focus. (Altschuld and Kumar, 1995; Fitzpatrick,
The evaluation framework should Sanders, and Worthen, 2011; Field
emphasize the process of gaining and Hill, 1988; Kumar and Altschuld,
knowledge and understanding in 2003; Altschuld and Kumar, 2010). In
educational technology. The significance program evaluation, the context refers
of the context in which educational to the culture, environment or climate
technology programs and their support in which the program is conceptualized,
system exist should be recognized. developed and implemented and
The evaluation should take into a supportive context is essential to
consideration the interface between program or project success (Kumar
the micro and macro levels, and the and Altschuld, 2003). “If a context is
subject disciplines that are addressed not supportive of change, if policies
with educational technology, without are not there to foster and reinforce
which much of the program level data change, if resources in the form of
may not be interpretable. The model time and training besides finances
should also take into consideration the are not provided, if the environment
current societal press for accountability. does not afford the opportunity to try
Overall, the model emphasizes that out ideas and to learn from failures,
the development of the program (and/ and if other aspects of a conducive,
or product) is placed in real-world open atmosphere are not present,
supportive and contextual factors. the probability of institutionalizing
The supportive factors are learning successful new programs will be
environment, teacher preparation, extremely low” (Kumar and Altschuld,
instructional materials, administrative 2003, p. 605-606). (See Kumar and
support, fixed facilities, and community Altschuld (2003) and Altschuld and
involvement (Exline and Tonelson, Kumar (1995) for details and discussions
1987). The contextual factors are about the context based evaluation
characteristics of students, parents, model.) This is the condition of many
the nature of the community, features well intentioned educational technology
of the program, specific school, school programs.
district, and society (Field and Hill, 1988).
It could be argued that since the context
of educational technology itself is rich

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