1. Models of evaluation in educational
technology
Reaction:
1. The purpose of the program is well defined and clearly explained to the user
2. The organization is clear, logical, and effective, making it easy for the intended audience
to understand
3. The language in the program and in the user's guide is clear to the intended audience
4. User materials are easy to use, appealing to users, and readily available
5. Individuals can easily start and exit the program. It is easy to back up, change answers,
and give commands
6. The program is attractive and interesting. It motivates users to continue using the
program
Behavior:
1. Students demonstrate positive responses toward using the software in their learning.
2. Students are excited to be engaged in the new type of learning experiences.
3. Students interact collaboratively with teachers and technology used in the classroom.
4. Students are very motivated to use the software in the future.
5. Students feel comfortable regarding the integration of technology in the classroom
Perceived learning:
1. Be able to restate an investigative question in terms of a statistical model or algorithm.
2. Successfully relate theoretical concepts to a real-world problem in a written report.
3. Allow students to build sense of responsibility for their learning.
4. Promote an ongoing process where students demonstrate, assess and revise in order to
improve and produce quality work.
5. Allow for students and peer reflection and goal setting
6. Generate, articulate, and elaborate on responses and perceptions
7. Students are able to describe difficulties in understanding.