New project: Models of study for ICT-supported educational programs, applications, and generalization to the non-ICT field (2011-2013)

Abstract Several research studies estimate the impact of the Technology Enhanced Learning (TEL) environments in education around 0.25 to 0.35 effect sizes. Therefore, the natural question which arises is: This is better or worse than non-ICT educational interventions? To response this question, our research proposes: 1) defining when a research study provides enough scientific evidence about the reliability of these results, 2) Selecting a sample of studies about (TEL based and not) educational interventions fulfilling those criteria, 3) using this sample, to estimate how the effectiveness of those educational interventions have evolved in the last 30 years, and which factors could explain some differences in impact. To perform these analyses, we will use meta-analysis techniques such as cumulative plots and publication bias adjustments.

We will use the results obtained to model how policy-makers can choose between several options of educational programmes to implement, based on scientific evidence and explicit criteria such as cost-effectiveness, social and gender equity and coverage.

Keywords: ICT, education, experimental designs, rigorous evidence criteria, meta-analysis, innovative teaching & learning.
Funding source: CONICYT-FONDECYT under grantt 11110424

ISI research article

Evolutionary development: a model for the design, implementation and evaluation of ICT for education programmes

Abstract ― The impact of info-communication technology (ICT) in primary and secondary education is still an open question. Following review of the available literature, we classify the causes of the lack of impact on students’ attainment in four dimensions: 1) the design and implementation of ICT in educational settings; 2) the evaluation of its impact; 3) the scaling-up of these kinds of innovations, and 4) the cost-effectiveness of technology enhanced learning environments

Based on this evidence, we proposed the Evolutionary Development Model (EDM), which aims to produce a cost-effective and sustainable ICT for education (ICT4E) programme in three steps: efficacy, effectiveness, and efficiency. In each step, one component of the programme is built and validated in real educational settings. Therefore, the resultant ICT4E programme is ready tobe replicated across the school system.

We also show how the EDM guided the development of a programme based on Mobile Computer Supported Collaborative Learning (MCSCL), known as Eduinnova. Finally, we discuss how EDM can serve as an analysis tool for researchers and policy makers.

Keywords: ICT; education; schools, monitoring and evaluation; cost-effectiveness; assessment, scaling-up, design-research; primary and secondary education.

Rodríguez, P., Nussbaum, M., & Dombrovskaia, L. (2012). Evolutionary development: a model for the design, implementation and evaluation of ICT for education programmes. Journal of Computer Assisted Learning, 28(2), 81–98.doi:10.1111/j.1365-2729.2011.00419.x