Technology is increasingly used in education to facilitate the acquisition of a variety
of student skills, as well as a resource for content area instruction. CREP has evaluated
a broad range of educational technology-related initiatives including the integration
of laptops and computers into classrooms, new approaches to instructional design,
and the use of technology as a learning tool and instructional delivery mechanism.
Although the nature of the project, as well as stakeholder needs, shapes the evaluation
methodology, CREP has developed the Formative Evaluation Process for School Improvement-Technology
Package (FEPSI-TP) that many schools have utilized. The FEPSI-TP includes seven components:
direct classroom observations, surveys, student performance assessments, interviews,
focus groups, school-developed technology benchmarks, and student achievement analysis.
The FEPSI-TP instrumentation is directly aligned to national technology and curriculum
standards, subjected to reliability and psychometric validation, and employed in a
growing number of peer-reviewed, published studies. In recent years, FEPSI-TP instruments
were used in over 2500 schools across the nation.
The staff of CREP has extensive evaluation experience across a broad spectrum of initiatives,
ranging from school, district and state level programs.
Selected recent educational technology projects
Tennessee EdTech Launch (TnETL)
In response to the No Child Left Behind (NCLB) legislation, Tennessee implemented
the TnETL model, which was designed to prepare "home-grown" Technology Coaches to
plan and implement comprehensive, school-based professional development programs for
teachers in their own schools. The overall purpose of TnETL was to integrate the use
of technology as a tool into curriculum and instruction to prepare students to meet
state academic standards. CREP conducted a mixed-method evaluation over three years
in which two cohorts of treatment and control schools were studied. Over this period
more than 5,000 classrooms were observed across Tennessee. Program effectiveness was
measured using the Formative Evaluation Process for School Improvement: Technology
Package (FEPSI/TP) developed by the Center for Research in Educational Policy. Link to report.
Michigan Freedom to Learn (FTL)
The major goal of the FTL program was to improve student learning and achievement
in Michigan schools through the integration of 21st Century technology tools into
K-12 classrooms. The primary intervention of the program consisted of providing laptop
computers for students in participating schools. In addition, FTL teachers, Lead Teachers,
and administrators were provided with extensive professional development opportunities.
CREP employed a mixed-methods approach in order to examine the processes and products
that resulted from students using laptops to improve learning. Validated survey and
observation instruments, student performance-based assessments, and student Michigan
Educational Assessment Program (MEAP) scores served as the data sources in the comprehensive
evaluation. Link to report.
Walled Lake Anytime Anywhere Laptop Program
The Walled Lake Consolidated Schools (WLCS) laptop program was based on the Anytime,
Anywhere Learning (AAL) program, which had been in schools since 1996. The goal of
the AAL program is to provide students the knowledge, skills and tools to learn anytime
and anywhere. CREP's evaluation design was based on both quantitative and qualitative
data collected from students and teachers involved either with the laptop program
or in classrooms using mobile laptop carts from which each student was provided a
laptop computer. Comparative analyses were completed for teaching activities and learning
outcomes, and descriptive analyses were completed for student and teacher reactions
to the laptop program (laptop) or using mobile laptop carts (cart). Data collection
included classroom observations, surveys, CREP-designed student assessments and achievement
scores. Link to report.
Florida's Enhancing Education Through Technology (Florida EETT)
This report summarizes the 2006-2007 classroom practices evaluation results of the
Florida EETT program. The overall purpose of the evaluation was twofold: (a) to provide
evidence of EETT program implementation progress as demonstrated through classroom
practices; and (b) to provide formative evaluation data of classroom practices as
a basis for guiding improvement planning. The research methodology involved the use
of trained external researchers from Florida EETT schools conducting multi-class and
targeted classroom observations in each participating school during two time periods:
baseline (fall 2006) and end of year one (spring 2007). A total of 381 hours of direct
classroom observations were conducted in 845 FL EETT classrooms in 41 schools representing
11 districts. Observation data were collected with the School Observation Measure
(SOM©) and the Observation of Computer Use (OCU©). The SOM was used to collect data
regarding overall classroom activities and the OCU was used to assess student use
of computers. Both descriptive and inferential analyses were conducted. Link to Report.
West Orange (TX) STARK
CREP conducted a multi-year examination of the Students and Teachers Accessing Real-time
Knowledge (STARK) Program in the West Orange Consolidated Independent School District
(CSID). The overall purpose of the evaluation was twofold: (a) to provide formative
evaluation data to the participant schools to serve as a basis for improvement planning
and as documentation of their accomplishments to demonstrate progress; and (b) to
provide cumulative evidence of the implementation progress and outcomes of the participant
schools as well as identification of exemplary programs. The evaluation concentrated
on the progress of the 10 schools in achieving STARK Program goals and raising student
achievement. CREP utilized the Formative Evaluation Process for School Improvement:
Technology Package while conducting a mixed-methods evaluation. This included both
classroom observations and teacher surveys. Link to report.