Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries
This volume is intended as an introduction and guide for busy policymakers and practitioners grappling with how to understand and assess the ICT-related investments underway in the education sector. It includes the following chapters:
- Monitoring and Evaluation of ICT for Education: An Introduction.
- Monitoring and Evaluation of ICT for Education Impact: A Review Core Indicators for Monitoring and Evaluation Studies for ICT in Education
- Developing a Monitoring and Evaluation Plan for ICT in Education
- Pro-Equity Approaches to Monitoring and Evaluation: Gender, Marginalized Groups and Special Needs Populations
- Dos and Don'ts in Monitoring and Evaluation
ICT Indicators - UNESCO-Bangkok
This portal links to a wide array of resources that can be of help when planning evaluations of ICT Interventions. There are detailed examples of country indicators of ICT use and impact in education, examples of national standards for evaluation, and tools for measuring the impact of ICT in education.
Click on "Advanced Search" near the upper left. In the "Search For" window, type "evaluation," and beside "Select Topics" scroll to and click "E-Learning." This will provide an annotated list of web-based resources related to the evaluation of computer mediated education and training, with links to each resource.
This site, developed by the British Open University and University of Hull, is intended to help non-evaluators plan and conduct simple evaluations of ICT Interventions. Click on the "Contents Page" to reach the links.
GEM: Gender Evaluation Methodology for Internet and ICTs
This web site provides guidance on incorporating gender analysis in evaluations of ICT-Interventions.
Evaluating Computer and Web Instruction
Gregg B. Jackson
This short article identifies new opportunities within web technologies for evaluating web-based instruction. These include web server logs that can keep track of each learners' use of given web resources, video recording of networked classroom activities, web-based surveys, automatically scored quizzes, and simulations used for performance assessments.
Integrated Rural Development and Universal Access: Towards a Framework for Evaluation of Multipurpose Community Telecentre Pilot Projects Implemented by ITU and Its Partners
This framework for evaluating telecentres is intended to answer the following evaluation questions: "Does access to ICTs in rural areas contribute to social, economic and cultural development and, if so, how and what are the benefits? Are there any adverse effects and, if so, which? Do the Multipurpose Community Centers (MCCs) provide a sustainable way of providing universal access to ICTs and what are the conditions that must be met to make them economically viable and replicable? What are the best practices for the organization, management and operation of MCCs? The Annexes include a long list of indicators of community contexts, and three questionnaires that might be given to users, including one that asks about their perceptions of impacts.
A Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms
Sherri Quinones and Rita Kirshstein. Washington DC: U.S. Department of Education.
This is a simple step-by-step guide to help educators lacking professional training in evaluation to conduct evaluations of ICT Interventions in schools. It could allow them do acceptable Class 1, 2, and 3 evaluations, but is not likely to result in competent Class 4, 5, or 6 evaluations.
Sun Associates: Evaluating the Impact of Technology on Teaching and Learning
This website is offered by a private U.S. company that conducts evaluations of ICT Interventions. The company makes some of its web-based resources available publicly at this site.
Distance Education: Guidelines for Good Practice
American Federation of Teachers
This document proposes and explains 14 standards for college and university use of web-based distance education. Those could be used as some of the criteria by which such instruction could be evaluated. The document also includes the survey form distributed to faculty members to solicit their opinions about the use of web-based distance instruction in higher education.
Formative Evaluation for Educational Technologies
Barbara N. Flagg. Hilldale, NJ: Lawrence Erlbaum Associates, 1990.
"Formative evaluation" includes Class 1, 2, and 3 evaluations, as described in this Tool. This book provides a good general introduction to the methods of such evaluations and five case studies describing specific evaluations used for large ICT Interventions.
Evaluating Educational Technology: Effective Research Designs for Improving Learning
Geneva D. Haertel and Barbara Means. NY: Teachers College Press, 2003.
This book focuses on designs to determine the impacts of ICT Interventions-designs that would be used for the Class 4 and Class 5 evaluations described in this tool. There are nine chapters, with several written by internationally known and esteemed evaluators.
Usability Evaluation of Online Learning Programs
Claude Ghaoui. Hershey, PA: Information Science Publishing, 2003.
This book describes evaluations undertaken during prototype development of computer learning systems as well as those that correspond to Class 1, 2, 3, and 4, as described in this Tool. A few of the articles are theoretical, but most describe the evaluation of a specific ICT Intervention. The authors are predominantly European.