It may be tempting to skip straight into reflecting at this stage, and in many ways validating is a form of data-driven reflection. However, this guide separates them into multiple steps so that this section can focus specifically on the data gathering and concrete comparisons, while reflecting expands to incorporate preferential and social factors as well as the moment of decision-making.

You may find that you have other criteria than the categories listed below. In particular, consider whether the technology met the intended goals established by you or your institution when it was adoption. As much as possible, make your evaluations based on specific data points — number of hours lost or gained, measurable improvement to student comprehension or grades, specific pedagogical goals advanced and how — and save the equally valid but more subjective portions of your analysis for the reflection stage that follows.

Research supporting this section. 


The Change Management Guide to Incorporating Educational Technology Copyright © by Sherry Mooney. All Rights Reserved.

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