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Authors: Eugenio Severin, Claudia Peirano y Denise Falck
Inter American Development Bank
January 2012
Abstract
The use of technologies within educational settings has become a priority for governments of developing countries. Investment in Technologies for Education (TEd), which has the goal of improving the quality of education and making it relevant to 21st century realities, has grown steadily during the past decade.
However, efforts involving the evaluation of such projects have been inadequate thus far. The evaluation of educational technology projects is critically important, since it allows us to learn from the experience of carrying out such programs while providing vital information on expected results.
The publication, wrote with Claudia Peirano and Denise Falck, is intended for those who design, implement, and make decisions with respect to TEd. Its purpose is to foster the development of increasingly rigorous monitoring and evaluation processes that in turn lead to richer experiences that are more focused, effective, and sustainable.
In this document, we will present the basic definitions, conditions and guidelines for carrying out an evaluation of projects involving the use of technologies in education. In the following section of this document we present the fundamental features and objectives typical of TEd projects, and a description of the central aspects of the action framework developed by the IDB in this regard. In the third chapter, we will discuss what an evaluation is, identify its basic components, and describe the kinds of evaluations currently used. Finally, we will review each step of the evaluation process for these kinds of programs.
However, efforts involving the evaluation of such projects have been inadequate thus far. The evaluation of educational technology projects is critically important, since it allows us to learn from the experience of carrying out such programs while providing vital information on expected results.
The publication, wrote with Claudia Peirano and Denise Falck, is intended for those who design, implement, and make decisions with respect to TEd. Its purpose is to foster the development of increasingly rigorous monitoring and evaluation processes that in turn lead to richer experiences that are more focused, effective, and sustainable.
In this document, we will present the basic definitions, conditions and guidelines for carrying out an evaluation of projects involving the use of technologies in education. In the following section of this document we present the fundamental features and objectives typical of TEd projects, and a description of the central aspects of the action framework developed by the IDB in this regard. In the third chapter, we will discuss what an evaluation is, identify its basic components, and describe the kinds of evaluations currently used. Finally, we will review each step of the evaluation process for these kinds of programs.
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