Abstract
Many countries have embarked on a range of development programmes in the last two decades to stimulate the use of ICT in schools. Invariably, summative evaluations of these programmes have been produced. This paper argues that there now needs to be a much stronger focus on formative evaluation and that this should start at the beginning of a programme and should continue throughout. The paper presents a model which identifies six dimensions that, it is argued, critically affect the fate of an innovation programme. The dimensions, labelled attitudes, culture, beliefs, values, knowledge and resources, are discussed in relation to individuals, institutions and educational systems. The paper suggests that the model is sufficiently accessible to enable it to be used in practical situations and that it could readily play a part in the formative evaluation of development programmes.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
DfEE (1997) Connecting the Learning Society. London: DfEE. (This document can also be found at http://www.dfee.gov.uk/grid/download.htm).
DfEE (1998) Teaching: High Status, High Standards. Requirements for Courses of Initial Teacher Training. Circular 4/98. London: DfEE. (This document can also be found at http://www.dfee.gov.uk/circular/0498.htm).
Eraut, M. (1991) Education and the Information Society. London: Cassell.
Fullan, M. (1991) The New Meaning of Educational Change. London: Cassell.
Fullan, M. (1993) Change Forces. Probing the Depths of Educational Reform. London: Falmer Press.
Lave, J. & Wenger, E. (1991) Situated Learning. Legitimate Peripheral Participation. Cambridge: CUP.
Marshall, G. (1993) Informatics and changes in learning: The American dilemma—opposing epistemological perspectives and unanswered questions. In Johnson, D.C. & Samways, B. (eds) Informatics and Changes in Learning. pp. 203–210. Amsterdam: Elsevier Science.
Marshall, G. (1994) Cautionary verses: Prospects and problems in achieving the aims of the computer revolution. In Wright, J. & Benzie, D. (eds.) Exploring a New Partnership: Children, Teachers and Technology. pp. 9–20. Amsterdam: Elsevier Science.
McLaughlin, M.W. (1997) Rebuilding teacher professionalism in the United States. In Hargreaves, A. & Evans, R. (eds.) Beyond Educational Reform: Bringing Teachers Back In. Buckingham: Oxford University Press.
Patton, M.Q. (1990) Qualitative Evaluation & Research Methods. Second Edition. London: Sage.
Rhodes, V. & Cox, M. (1990) Current Practice and Policies for using Computers in Primary Schools: Implications for Training. ESRC Research Report, InTER/15/90. Lancaster.
Passey, D. & Ridgway, J. (1994) The development of informatics capability in elementary schools: what to do, and how to make it work. In Wright, J. & Benzie, D. (eds.) Exploring a New Partnership: Children, Teachers and Technology. Amsterdam: Elsevier Science.
Ridgway, J. (1997) Vygotsky, informatics capability, and professional development. In Passey, D. & Samways, B. (eds.) Information Technology: Supporting Change through Teacher Education. pp. 3–19. London: Chapman & Hall.
Stoll, L. & Fink, D. (1996) Changing our Schools: Linking School Effectiveness and School Improvement. Buckingham: Oxford University Press.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Benzie, D. Formative evaluation: Can models help us to shape innovative programmes?. Education and Information Technologies 4, 249–260 (1999). https://doi.org/10.1023/A:1009688025447
Issue Date:
DOI: https://doi.org/10.1023/A:1009688025447