Includes bibliographical references

PART I: INNOVATION, TECHNOLOGY, AND EDUCATIONAL EVALUATION: VALUES AND PURPOSES -- 1. Do Today's Evaluation Meet the Needs of Tomorrow's Networked Learning Communities? -- 2. Evaluating Educational Technology: A Call for Collaborative Learning, Teaching, Research and Development -- 3. Multiple Perspectives on Evaluation of New Technology in Education and Teacher Education -- 4. Technology and Teacher Education: Evaluating International Dimensions of Cooperation -- PART II: INNOVATION, TECHNOLOGY, AND EDUCATIONAL EVALUATION: METHODS AND THEORY -- 5. Technology: How Do We Know it Works? -- 6. Making the Familiar Strange-and Interesting-Again: Interpretivism and Symbolic Interactionism in Educational Technology Research -- 7. It All Depends: Strategies for Designing Technologies for Education Change -- 8. Exploring a Description and Methodology for Learner-Centered Design -- PART III: PROGRAM EVALUATION: STUDENT EXPERIENCE AND CLASSROOM CONTEXT -- 9. Framing Technology Program Evaluations -- 10. Developing Assessments for Tomorrow's Classrooms -- 11. Using Latent Trait Models for Program Evaluations: An Example Using a PreService Teachers' Instructional Media Course -- 12. The Primary Importance of Experience in the Evaluation of Educational Technology -- 13. Technology as Facilitator of Quality Education: A Model -- PART V: POLICY AND TH EVALUATION OF EDUCATIONAL TECHNOLOGY -- 14. Documenting the Effects of Instructional Technology: A Fly-Over of Policy Questions -- 15. Understanding and Addressing Multiple Stakeholder Needs: Evaluation and the World of Policymakers -- 16. What's Worth Looking for? Issues in Educational Technology Research -- 17. Perspectives from Policymakers: How Policymakers Gather and Use Evaluative Information About Educational Technology

Heinecke, W. F., & Blasi, L. (n.d.). Methods of evaluating educational technology. Information Age Publishing.