RTEC Exchange

Presentations

Back to Topic

California's EETT Competitive Grant
Support Site

Archived Information Only - This site will not be updated.

These presentation's are associated with California's 1st EETT Competitive Grant Evaluation Workshop, held August 27 & 28, 2003 in Sacramento, CA. This workshop was a collaboration of the California Department of Education's (CDE) Education Technology Office, the eleven California Technology Assistance Project (CTAP) regions, and the WestEd Regional Technology in Education Consortium (RTEC). Workshop materials and other resources on this site were assembled specifically for EETT Competitive grantees in California; however, if you find them helpful you're welcome to use them. Please credit the proper source and let us know how and where they were used by notifying Kurt Larsen at klarsen@wested.org.

These copies of the PowerPoint presentations are suitable for printing. You'll need Adobe® Reader® — free software for viewing and printing Adobe Portable Document Format (PDF).

Main Workshop Presentation
These are the slides which were used by CDE and WestEd RTEC staff to help walk participants through the two-day workshop agenda. The slides also contain information used by Dr. Elizabeth Byrom of SEIR*TEC to introduce the logic mapping activity.

For more information about logic models, see also the article from the Harvard Family Research Project in the resource column, on the right-side of this page.
Download Main Presentation Slides

Planning Professional Development: Some Things to Think About...
These are the slides which were used by Dr. Elizabeth Byrom of SEIR*TEC to extend the logic mapping activity into the participant's own EETT project/grant professional development plans.
Download Professional Development Slides

Evaluation Guidance: Data Collection and Classroom Observation Strategies
These are the slides which were used by Dr. Elizabeth Byrom of SEIR*TEC to provide workshop participant and overview of data collection and classroom observation strategies.
Download Evaluation Guidance Slides

For more information about classroom observation protocols, see also the booklet published by the Appalachian Technology in Education Consortium in the resource column, on the right-side of this page.

Resources

Classroom Observation Protocols

Classroom Observation Protocols: Potential Tools for Measuring the Impact of Technology In the Classroom is published by the Appalachian Technology in Education Consortium. In the paper, the author responds to critical issues raised by the policy makers and recent federal legislation by exploring the potential of one class of measurement tools, classroom observation protocols, to document the impact that technology is having on how teachers teach and students learn (i.e., classroom practices).

	Evaluating Technology Initiatives
	SEIR*TEC - In this NewsWire issue, Evaluating Technology Initiatives, find steps to help in evaluating technology programs, explore questions to guide the evaluation process in schools, read about how some states and districts are setting up guidelines for measuring project results, and discover additional tools and resources for evaluating technology projects.

Learning From Logic Models: An Example of a Family/School Partnership Program

Harvard Family Research Project was founded in 1983 at the Harvard Graduate School of Education. This article published by the project discusses logic models, which provide the basic framework for an evaluation. The logic model is a graphic that describes a program or organization in evaluation terms. It illustrates a program's theory of change, showing how day-to-day activities connect to the results or outcomes the program is trying to achieve.

Lessons Learned: Factors Influencing the Effective Use of Technology for Teaching and Learning

In this second edition, SEIR*TEC staff shed some light on the factors that influence technology adoption by sharing some of the lessons learned and observations made while providing technical assistance and professional development to resource-poor schools across the region from 1995 to 2000. Additionally, accompanying each lesson are suggested steps that educators might take in order to mover their technology programs forward and a story from one of the SEIR*TEC intensive site schools.