Week 4 Post

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

Edward Eisner designed a model called the Connoisseurship Evaluation. This evaluation model requires that teaching is most effective when a program evaluated by a connoisseur of the profession for which they observe their practices and highlight or "illuminate" their successes. Meaning is constructed from experiences and teaching in small increments does not allow students to see the bigger picture in their learning. The "art of appreciation" as it is most frequently called requires a holistic approach to the evaluation of educational technology. Furthermore it is criticized because it gives the implication that evaluators are experts which can be highly miscalculated concept.

Robert Stakes countenance model is designed and relies heavily on standardized testing and formal assessment. This model was designed to evaluate all levels of curriculum: planned, enacted, and experienced.


As an educator I would use Eisner's model when evaluating a program that relies highly on teacher expertise and opinion. Such as the implementation of a new process where collaboration is necessary. When looking at a program that relies heavily on formal assessment such as implementation of the Explore program that is used by the designers of the SAT to help students determine their interests in careers I would probably use Stake's model.

Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

On our campus were have been seeking to implement a new system for the past four years that is an all inclusive innovation where teachers can post assignments accessible by the web, create blogs, discussion boards etc. It is very similar to ecollege or blackboard. Teachers are in the fourth year of the implementation and have not been successful at its implementation. The relative advantage is there because it can be accessed from any household by student, parent, and teacher. The compatibility is strong as it is Internet based. I believe this innovation fall short because it is very complex to create a simple property such as blog room or a discussion board. There multiple screens, complex sharing rights, and jargon that teachers who may have a low level proficiency do not understand. Therefore they simply choose not use it.


Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?

Recently I decided to do something different for professional development for my teachers. Our district has taken a heavy look at the implementation of technology in the classroom. In an effort to facilitate this I designed a professional development activity based on Marzano's 9 instructional strategies. Teachers, using the Flip video camera, would design lessons and film them to create a bank of instructional strategies that can viewed of examples of these strategies. In doing this I first modeled the strategies by filming and creating my own bank. I then brought in the technology to train the teacher of Flip Video use. Once all the teachers were trained they were asked to film their favorite lesson and create video.

Once they demonstrated competency in this area. I divided the teachers into groups to film their own strategies. By recognizing the maturity of my teachers I found this be a successful implementation because the end resulted in the teachers demonstrating their competency in using Flip video in other capacities of than just their professional development but also provided them with the flexibility of deciding how they would design their lessons to film.