This volume presents a variety of overall assessments of technology and individual descriptions of work-in-progress. Supported by private funders, non-profit organizations, government agencies, and a variety of other sources, these efforts address education programs focused on specific subject matter such as mathematics or troubleshooting of school-based learning using computers. They also focus on classes of technology such as intelligent systems, distance learning, and hypertext. Taken together, they portray the range of strategies through which we can begin to understand the impact of educational technology in the future. In addition, they illustrate different approaches currently adopted by technology designers to place and explain their work in a larger context. Each of the chapters presents a different point of entry on the technology assessment problem. Even those nominally focused on a single implementation, such as testing or teacher observation, demonstrate the clear interest by their authors in the larger implications of their work.A 5-point IEA analytic scale was used for essays in Grades 5-12, enabling comparison with results from a national sample of students in Grades 6 and 10. ... of the comparison district students (3.41), the narrative, descriptive, and persuasive essays of Grade 6 students at Sites 3 and 4 were rated TABLE 9.2 Means and Standard Deviations for Writing Tasks: Spring 180 BAKER, GEARHART, HERMAN.
|Title||:||Technology Assessment in Education and Training|
|Author||:||Eva L. Baker, Harold F. O'Neil|
|Publisher||:||Psychology Press - 1994|