Critical Issues in Evaluating Education Technology

Author(s):  
Nafisat Afolake Adedokun-Shittu ◽  
Abdul Jaleel Kehinde Shittu

This chapter highlights some issues that are critical in evaluating technology in education such that it will be implemented to meet educational goals, and it will also serve as a spotlight for policy makers and educators to make a worthwhile return on their technology investment. Schools and institutions of learning invest heavily on technology before establishing clear plans on how it will be integrated into teaching and learning to achieve educational goals. Even though many studies have reported positive impact of technology on students’ learning, few studies have been carried out to investigate whether the investment on technology in schools have been commensurate with the investment. Particularly, needs assessment on both students and teachers’ technology needs is often ignored before technology implementation. Educators and policy makers need to consider certain evaluation issues before committing huge budget percentages into technology. It is crucial to ask what can technology do that cannot be done without it, what percentage of the institution’s budget should be invested on technology, how should technology be integrated in the curriculum to achieve educational goals, and lots more before investing on educational technology to avoid resource wastage. Thus, this chapter highlights these critical issues in the light of a study conducted on the integration of information and communication technology (ICT) in the teaching and learning of science and mathematics in Malaysian secondary school (Adedokun, 2008). The research investigated some concerns that culminated from the integration of ICT in the instruction of English, mathematics, and science in Malaysia among which are: Can the teachers deliver? Do they have the strong will to deliver? Are there adequate facilities for them to carry out this new task? Do they possess the necessary skills for them to be able to deliver? Does the government provide adequate training on the integration of ICT in subject content? Are the students prepared for the change in the medium of instruction? What is the present situation in schools with regards to the use of ICT? And is better teaching and learning achieved with the integration of ICT?

Author(s):  
Nafisat Afolake Adedokun-Shittu ◽  
Abdul Jaleel Kehinde Shittu

This chapter highlights some issues that are critical in evaluating technology in education such that it will be implemented to meet educational goals and it will also serve as a spotlight for policy makers and educators to make a worthwhile return on their technology investment. Schools and institutions of learning invest heavily on technology before establishing clear plans on how it will be integrated into teaching and learning to achieve educational goals. Even though many studies have reported positive impact of technology on students’ learning yet; not much of studies have been carried out to investigate whether the investment on technology in schools have been commensurate with the investment. Particularly needs assessment on both students and teachers’ technology needs is often ignored before technology implementation. Educators and policy makers need to consider certain evaluation issues before committing huge budgets into technology. It is crucial to ask what can technology do that cannot be done without it, what percentage of the institution’s budget should be invested on technology, how should technology be integrated in the curriculum to achieve educational goals and lots more before investing on educational technology to avoid resource wastage. Thus, this chapter highlights these critical issues in the light of a study conducted on the integration of information and communication technology (ICT) in the teaching and learning of science and mathematics in Malaysian secondary school (Adedokun, 2008). The research investigated some concerns that culminated from the integration of ICT in the instruction of English, mathematics and science in Malaysia among which are: Can the teachers deliver? Do they have the strong will to deliver? Are there adequate facilities for them to carry out this new task? Do they possess the necessary skills for them to be able to deliver? Does the government provide adequate training on the integration of ICT in subject content? Are the students prepared for the change in the medium of instruction? What is the present situation in schools with regards to the use of ICT? And is better teaching and learning achieved with the integration of ICT?


2018 ◽  
Vol 2 (2) ◽  
pp. 94-100
Author(s):  
Sudarsri Lestari

The aim of the government in organizing education is to educate the life of the nation. Intelligence is needed by everyone to face the times that have entered the era of globalization.Education in the global era can be interpreted as the integration of national education into world education. In the era of globalization, the progress of the nation is largely determined by the use of science and technology. Technology that is developing now has entered the digital era, where all fields have utilized technology to facilitate work, including in the field of education. Educational technology is a system that is used to support learning so that desired results are achieved. The role of technology in education is implemented in the use of learning media,administrative tools, and lerning resources. The positive impact of technology implementation in education is more efficient in terms of time, cost, logistics and other institutional problems, while the negative impact is that technology can change social life.


Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.


2020 ◽  
Vol 9 (1) ◽  
pp. 1-16
Author(s):  
AL Manaf

This article aim to analyze Ibn Khaldun's thoughts on education and its relevance to modern world education. This research uses qualitative approach (Library Research) by analyzing the sources collected and summarized in the article. Result this research shows that education is not only a teaching and learning process that is limited by time and space, but education is a process where students are able to live, absorb and even capture natural events throughout the ages. Ibn Khaldun's thoughts are also very relevant to modern education when viewed from various aspects, namely educators, learning methods, curriculum and educational goals. Positive impact What is expected from the results of this study is the adoption of the concept of Modern Education with the Concept of Education according to Ibn Khaldun.


2020 ◽  
Vol 5 (1) ◽  
pp. 29-36
Author(s):  
Ruslandi Ruslandi ◽  
Chaerul Rochman

In the management of the school, the Headmaster must have responsible to take care of  all the facilities and infrastructure. The headmaster and all of the members of the school must be able to maintain and pay attention to the facilities and infrastructure already there is. With the availability of facilities and infrastructure in schools, the students can learn maximally. The management of the schools must emphasize more attention to the facilities and infrastructure. Every people must be responsible manage and take care of these facilities and infrastructure. The head of the schools must have plans, notes, and record to any facilities and infrastructure used in the school. If all management steps have been carried out with good as expected it will have a positive impact towards students in the teaching and learning process, then the achievement of educational goals reach effectively and efficiently


2013 ◽  
pp. 1901-1912
Author(s):  
Lilik B. Prasetyo ◽  
Chandra Irawadi Wijaya ◽  
Yudi Setiawan

Java is very densely populated since it is inhabited by more than 60% of the total population of Indonesia. Based on data from the Ministry of Forestry, forest loss between 2000-2005 in Java was about 800,000 hectares. Regardless of the debate on whether the different methodologies of forest inventory applied in 2005 have resulted in an underestimation of the figure of forest loss or not, the decrease of forest cover in Java is obvious and needs immediate response. Spatial modeling of the deforestation will assist the policy makers in understanding this process and in taking it into consideration, when decisions are made on the issue. Moreover, the results can be used as data input to solve environmental problems resulting from deforestation. The authors of this chapter modeled the deforestation in Java by using logistic regression. Percentage of deforested area was considered as the response variable, whilst biophysical and socioeconomic factors, that explain the current spatial pattern in deforestation, were assigned as explanatory variables. Furthermore, the authors predicted the future deforestation process, and then, for the case of Java, it was validated with the actual deforestation derived from MODIS satellite imageries from 2000 to 2008. Results of the study showed that the impacts of population density, road density, and slope are significant. Population density and road density have negative impacts on deforestation, while slope has positive impact. Deforestation on Java Island tends to occur in remote areas with limited access, low density population and relatively steep slopes. Implication of the model is that the government should pay more attention to remote rural areas and develop good access to accelerate and create alternative non agricultural jobs in order to reduce pressure on the forest.


Author(s):  
Lilik B. Prasetyo ◽  
Chandra Irawadi Wijaya ◽  
Yudi Setiawan

Java is very densely populated since it is inhabited by more than 60% of the total population of Indonesia. Based on data from the Ministry of Forestry, forest loss between 2000-2005 in Java was about 800,000 hectares. Regardless of the debate on whether the different methodologies of forest inventory applied in 2005 have resulted in an underestimation of the figure of forest loss or not, the decrease of forest cover in Java is obvious and needs immediate response. Spatial modeling of the deforestation will assist the policy makers in understanding this process and in taking it into consideration, when decisions are made on the issue. Moreover, the results can be used as data input to solve environmental problems resulting from deforestation. The authors of this chapter modeled the deforestation in Java by using logistic regression. Percentage of deforested area was considered as the response variable, whilst biophysical and socioeconomic factors, that explain the current spatial pattern in deforestation, were assigned as explanatory variables. Furthermore, the authors predicted the future deforestation process, and then, for the case of Java, it was validated with the actual deforestation derived from MODIS satellite imageries from 2000 to 2008. Results of the study showed that the impacts of population density, road density, and slope are significant. Population density and road density have negative impacts on deforestation, while slope has positive impact. Deforestation on Java Island tends to occur in remote areas with limited access, low density population and relatively steep slopes. Implication of the model is that the government should pay more attention to remote rural areas and develop good access to accelerate and create alternative non agricultural jobs in order to reduce pressure on the forest.


2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.


2018 ◽  
Vol 8 (4) ◽  
pp. 217
Author(s):  
Inmaculada García-Martínez ◽  
José Ubago-Jiménez ◽  
Jesús López-Burgos ◽  
Pedro Tadeu

Background: Research on educational leadership has transcended the international sphere. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and specifically the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. The method has been adapted to the guidelines promulgated in the PRISMA declaration, to ensure its systematicity. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities.


2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Yusuf Juniar Dewantara ◽  
Frida Kusumastuti

Abstract: This study aims to evaluate the implementation of inclusive education programs. The method used is a qualitative analysis that is describing and interpreting data from each component evaluated using the CIPP evaluation model (Context, Input, Process, Product). Data sources in this study include the principal, principal teacher, special assistant teacher (GPK), school committee, parents of students and special needs students. Data collection is done by interview, observation, document study and documentation. The findings in the context component show that the legal basis for implementing inclusive education is in accordance with the prevailing Education System Law in Indonesia. The objectives of inclusive education are in accordance with the established formula. The findings of the input component show that there are quite a number of ABK inputs in school with a variety of types of disability in accordance with the Inclusive Education Law. However, the SDM component especially GPK and infrastructure still need attention to improve and complete it. The findings of the process component show that the process of student acceptance, teaching and learning activities and student assessment have adjusted to the applicable regulations. But there are still students who are not supposed to go to an inclusive school to study at the school. The findings of the product component indicate that there are achievements achieved by inclusive students and the positive impact of implementing inclusive education. This research provides recommendations for the government and schools implementing inclusive education to continue implementing the program and continue to communicate and collaborate with institutions and several related parties in carrying out inclusive education programs to be more optimal.Key Words: Program Evaluation, Inclusive Education, CIPP Model Abstrak: Penelitian ini bertujuan untuk mengevaluasi implementasi program pendidikan inklusif. Metode yang digunakan adalah analisis kualitatif yaitu mendeskripsikan dan memaknai data dari masing-masing komponen yang dievaluasi dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Sumber data dalam penelitian ini meliputi kepala sekolah, guru utama, guru pendamping khusus (GPK), komite sekolah, orang tua/wali murid dan siswa ABK. Pengumpulan data dilakukan dengan wawancara, observasi, studi dokumen dan dokumentasi. Hasil temuan pada komponen konteks menunjukkan bahwa landasan hukum penyelenggaraan pendidikan inklusif sudah sesuai dengan Undang-Undang Sistem Pendidikan yang berlaku di Indonesia. Tujuan pendidikan inklusif sudah sesuai dengan rumusan yang telah ditetapkan. Hasil temuan komponen input menunjukkan input ABK yang bersekolah jumlahnya cukup banyak dengan berbagai jenis ketunaannya sesuai yang tercantum pada Undang-Undang Pendidikan Inklusif. Namun pada komponen SDM terutama GPK dan sarana prasarana masih memerlukan perhatian untuk meningkatkan dan melengkapinya. Hasil temuan komponen proses menunjukkan proses penerimaan siswa, kegiatan belajar mengajar dan penilaian siswa telah menyesuaikan dengan peraturan-peraturan yang berlaku. Namun masih ada siswa yang tidak seharusnya masuk di sekolah inklusif menempuh pendidikan di sekolah tersebut. Hasil temuan komponen produk menunjukkan terdapat prestasi yang berhasil diraih oleh siswa inklusif dan dampak positif dari pelaksanaan pendidikan inklusif. Penelitian ini memberikan rekomendasi untuk pemerintah dan pihak sekolah penyelenggara pendidikan inklusif agar tetap melaksanakan program tersebut dan terus berkomunikasi serta berkolaborasi dengan lembaga dan beberapa pihak terkait dalam menjalankan program pendidikan inklusif agar lebih optimal.Kata Kunci: Evaluasi Program, Pendidikan Inklusif, Model CIPP


Sign in / Sign up

Export Citation Format

Share Document