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"Models
and Prospects for Bringing Technology-Supported
Education Reform to Scale,"
Barbara Means, SRI International.
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Date of Study:
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1998
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Basis of Study:
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The implementation of educational technology is evaluated along three dimensions: funding source (public education funds/public-private donor/external partner), purpose (infrastructure/instructional content/teacher practice), and target (teachers/schools/districts/states). The relative merits of the most common combinations of these dimensions are analyzed.
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Conclusions:
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Technology needs to prompt a change in educational practice or the provision of more effective learning experiences to make positive change happen. Additionally, the question of the effectiveness of educational technology must be framed in terms of specific purposes and kinds of learning that require the implementation of technology.
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