A Multilevel System of Quality Technology-Enhanced Learning and Teaching Indicators

• Published in: Educational Technology ＆ Society Vol. 19; no. 3; pp. 72 - 83
• Main Authors: Law, Nancy, Niederhauser, Dale S, Christensen, Rhonda, Shear, Linda
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology ＆ Society 01.07.2016; International Forum of Educational Technology & Society
• Subjects: Access to Education; Achievement Tests; Collaborative learning; Education; Education policy; Educational environment; Educational innovation; Educational Quality; Educational research; Educational technology; Electronic learning; Elementary Secondary Education; Indicators; Information Technology; International Assessment; Learning; Mathematics Achievement; Mathematics Tests; Outcomes of Education; Professional Development; Program for International Student Assessment; Progress in International Reading Literacy Study; Quality of education; Reading Achievement; Reading Tests; Schools; Science Achievement; Science Tests; Secondary School Students; Special Issue Articles; Teacher Effectiveness; Teachers; Teaching; Teaching Methods; Technological Literacy; Technology application; Technology Integration; Technology Uses in Education; Trends in International Mathematics and Science Study; Systemic change; Quality learning; Technology-Enhanced Learning; Indicators; Multilevel
• ISSN: 1176-3647; 1436-4522; 1436-4522

In this paper we elaborate and extend the work of the EDUsummIT 2015 Thematic Working Group 7 (TWG7) by proposing a set of indicators on quality Technology-Enhanced Learning and Teaching (TEL＆T). These indicators are intended as one component of a set of global indicators that could be used to monitor implementation of the Education 2030 agenda, which aims to “Ensure inclusive and equitable quality education and promote life-long learning opportunities for all.” The proposed indicators address conditions at the student, teacher, school and system levels, and are organized in a systemic framework to help foreground interactions and interdependencies within and across the different levels. This framework highlights the need for longitudinal, multilevel designs in evaluation studies of TEL＆T implementations, which will also contribute to a better understanding of the links between policy, policy implementation, outputs, and outcomes. Sample indicators are presented to illustrate the framework, and suggestions are made for use of the framework in evaluation studies. Further, the proposed framework could be used to underpin the development of an open, worldwide collaborative of educational evaluation researchers, practitioners and policymakers, thereby adopting a crowdsourcing approach to systematically address the complex challenges in evaluating quality TEL＆T.