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Evaluating Educational Technologies: A Historical Context

Evaluating Educational Technologies: A Historical Context
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Author(s): Manetta Calinger (Wheeling Jesuit University, USA) and Bruce C. Howard (Wheeling Jesuit University, USA)
Copyright: 2008
Volume: 4
Issue: 4
Pages: 10
Source title: International Journal of Information and Communication Technology Education (IJICTE)
Editor(s)-in-Chief: David D. Carbonara (Duquesne University, USA)
DOI: 10.4018/jicte.2008100102

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Abstract

Our team of researchers reviewed published results from the last 15 years to compile a list of the characteristics of effective educational uses of technology. All the studies considered technical, administrative, and learning features, while more recent investigations emphasized administrative characteristics necessary to support No Child Left Behind reporting. Recommended characteristics have been similar over time with great concern that the technologies integrate into the curriculum and support professional development. The wide range of identified characteristics suggests that there is great hope that educational technology will solve many problems. Additionally, we provide a timeline of relevant historical milestones in the evaluation of educational technologies.

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