5 principles for rigorous technology evaluation

By Laura Devaney, Director of News, @eSN_Laura
April 1st, 2016

technology tools

A new proposal offers a way to determine how effective different education technology tools are for teaching and learning

A new policy proposal notes that while education technology holds great promise to improve K-12 educational outcomes when correctly implemented, methods to rigorously evaluate education technology tools have not kept pace with the tools themselves.

This cycle makes it difficult for educators to find and select the best ed-tech tools, and it creates barriers to instruction, according to “Learning What Works in Educational Technology with a Case Study of EDUSTAR,” a policy proposal from The Hamilton Project that seeks to accelerate understand of what works in educational technology.

The proposal authors, Professors Aaron Chatterji (Duke University, Fuqua School of Business) and Benjamin Jones (Northwestern University, Kellogg School of Management and Institute for Policy Research), discussed the new proposal at a recent Hamilton Project forum on “Strengthening Student Learning Through Innovation and Flexibility.”

Given the recent emergence of the large-scale market opportunity for entrepreneurs and innovators to develop education technology tools, due to the adoption of Common Core State Standards (CCSS), the timing is ideal for the types of technology evaluations outlined in the proposal.

Next page: Five principles to help evaluate ed-tech tools