6. Data Sources:
Some Examples
This section of the CAPE guide provides some examples
of methods and measures that can be used to collect
data common to technology implementations in schools.
It
is important to note here that data sources - methods
and measures - should be selected on the extent to which
they can yield information for answering implementation
or impact questions that emerge from evaluation planning
efforts. Other factors, e.g., ease of access or cost
- are secondary considerations. Collection of unnecessary
data or use of methods that are not well matched to
data needs will result in an inefficient or incomplete
evaluation effort. In the CAPE framework, the mantra
is "Collect all the data you need, and only the
data you need."
Needs
Assessment
- The School
Technology Needs Assessment (STNA) - This online
needs assessment tool is intended to help school-level
decision makers—administrators, technology facilitators,
media coordinators, or technology committee members—collect
staff perceptive data to guide decisions relating
to educational technology in schools (e.g., purchasing,
resource deployment, and professional development
activities).
Classroom
Observation Protocol
- Looking
For Technology Integration (LoFTI) - This tool
is designed specifically to aid in the observation
of technology integration into teaching and learning.
It is aligned with ISTE Standards and 21st Century
Learning Skills. The data gathered through the use
of this instrument should be helpful to building-level
staff that plan or provide professional development
in instructional technology. Note that the link
above is to the North Carolina version of the LoFTI.
It may be adapted to other settings.
Surveys
and Questionnaires
Rubrics
and Scoring Guides
Next > Implementation: Putting the
Evaluation Plan to Work |
