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首页> 外文期刊>Journal of digital learning in teacher education >Participant-Directed Evaluation: Using Teachers' Own Inquiries to Evaluate Professional Development in Technology Integration
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Participant-Directed Evaluation: Using Teachers' Own Inquiries to Evaluate Professional Development in Technology Integration

机译：参与者导向的评估：使用教师自己的询问来评估技术集成中的专业发展

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摘要

Considering the high levels of time and money invested in teacher professional development programmes in information technologies over recent decades, questions arise as to how effective these programmes have been and by whose lights we are to judge. Based on a critical review of the evaluations of several of our own action-research-based professional development programmes in technology integration, this article asks three basic questions about those evaluation processes and, ultimately, about evaluation design itself in such contexts. What specifically should evaluations of professional development in technology integration look at? What should they look for? And who is best located to do the looking? It also considers how our answers to these questions might be adequately represented in a conceptual model for the evaluation of professional development programmes in technology integration.
机译：考虑到近几十年来在信息技术教师专业发展计划上投入了大量的时间和金钱，人们对这些计划的效果如何以及我们将根据谁来判断提出了疑问。在对我们自己在技术集成中基于行动研究的几个专业发展计划的评估进行严格审查的基础上，本文提出了有关这些评估过程的三个基本问题，并最终提出了在这种情况下的评估设计本身。对技术集成中的专业发展的评估应该特别注意什么？他们应该寻找什么？谁最适合进行查找？它还考虑了如何在概念模型中充分体现我们对这些问题的答案，以评估技术集成中的专业发展计划。

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