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American Journal of Evaluation
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Formative Evaluation for Implementation: Evaluating Educational Technology Applications and Lessons

Tim Weston

Alliance for Technology, Learning and Society, Campus Box 40, University of Colorado, Boulder, CO 80309-0040, USA, westont{at}colorado.edu

Educational technology applications and lessons, such as learning modules, activities, and user-authored systems, face substantial implementation challenges in public schools and post-secondary institutions. The design of technology impacts the willingness of teachers to implement new technology; evaluators examining implementation obstacles can help improve design. In this article, both summative and formative implementation evaluation are discussed in non-technology contexts and compared with current practices with educational technology. Formative evaluation has traditionally focused on making applications and lessons "work"; however, many implementation problems are caused by non-technical/interface concerns and related to the compatibility of the technology with its surroundings. An overview of research on implementation of applications and lessons is provided and linked to a model of formative evaluation for implementation in this area. Technical, curricular/instructional, and practical areas of implementation are examined. Common implementation problems and typical design recommendations are presented. The use of the model is discussed in other areas, such as medicine and assistive technology.

American Journal of Evaluation, Vol. 25, No. 1, 51-64 (2004)
DOI: 10.1177/109821400402500104
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