The Comprehensive Evaluation of Professional Development Software: A Critique of Methodology

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Training for pre-service and in-service teachers that is delivered through distance education methods solves various problems of traditional professional development. These problems include issues such as providing a consistent message, training large numbers of personnel, and overcoming scheduling and funding problems. As with other forms of instruction, professional development training materials should be subjected to a level of evaluation that increases the likelihood of successful implementation. However, it is unclear how this need for evaluation of professional development software is being met. Commercial software companies have been found to eschew evaluation of their products and classroom teachers can be expected to conduct only limited software evaluations of the software. This article contends that educational researchers are well positioned to conduct comprehensive evaluations of the professional development software they create. This purpose of this review of the literature is to (a) consolidate the database of literature with regard to professional development software, (b) examine the degree to which the software described in the literature has been comprehensively evaluated, and (c) provide suggestions for future research.

Original languageEnglish (US)
Pages (from-to)29-37
Number of pages9
JournalJournal of Special Education Technology
Volume18
Issue number1
DOIs
StatePublished - Dec 1 2002

Fingerprint

software development
Software engineering
methodology
evaluation
Distance education
Scheduling
Personnel
teacher
scheduling
personnel
funding
Industry
instruction
classroom
software
literature
education

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

The Comprehensive Evaluation of Professional Development Software : A Critique of Methodology. / Liaupsin, Carl J.

In: Journal of Special Education Technology, Vol. 18, No. 1, 01.12.2002, p. 29-37.

Research output: Contribution to journalArticle

@article{397eefd7480d417199830acc4f5f35dc,
title = "The Comprehensive Evaluation of Professional Development Software: A Critique of Methodology",
abstract = "Training for pre-service and in-service teachers that is delivered through distance education methods solves various problems of traditional professional development. These problems include issues such as providing a consistent message, training large numbers of personnel, and overcoming scheduling and funding problems. As with other forms of instruction, professional development training materials should be subjected to a level of evaluation that increases the likelihood of successful implementation. However, it is unclear how this need for evaluation of professional development software is being met. Commercial software companies have been found to eschew evaluation of their products and classroom teachers can be expected to conduct only limited software evaluations of the software. This article contends that educational researchers are well positioned to conduct comprehensive evaluations of the professional development software they create. This purpose of this review of the literature is to (a) consolidate the database of literature with regard to professional development software, (b) examine the degree to which the software described in the literature has been comprehensively evaluated, and (c) provide suggestions for future research.",
author = "Liaupsin, {Carl J}",
year = "2002",
month = "12",
day = "1",
doi = "10.1177/016264340301800103",
language = "English (US)",
volume = "18",
pages = "29--37",
journal = "Journal of Special Education Technology",
issn = "0162-6434",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - The Comprehensive Evaluation of Professional Development Software

T2 - A Critique of Methodology

AU - Liaupsin, Carl J

PY - 2002/12/1

Y1 - 2002/12/1

N2 - Training for pre-service and in-service teachers that is delivered through distance education methods solves various problems of traditional professional development. These problems include issues such as providing a consistent message, training large numbers of personnel, and overcoming scheduling and funding problems. As with other forms of instruction, professional development training materials should be subjected to a level of evaluation that increases the likelihood of successful implementation. However, it is unclear how this need for evaluation of professional development software is being met. Commercial software companies have been found to eschew evaluation of their products and classroom teachers can be expected to conduct only limited software evaluations of the software. This article contends that educational researchers are well positioned to conduct comprehensive evaluations of the professional development software they create. This purpose of this review of the literature is to (a) consolidate the database of literature with regard to professional development software, (b) examine the degree to which the software described in the literature has been comprehensively evaluated, and (c) provide suggestions for future research.

AB - Training for pre-service and in-service teachers that is delivered through distance education methods solves various problems of traditional professional development. These problems include issues such as providing a consistent message, training large numbers of personnel, and overcoming scheduling and funding problems. As with other forms of instruction, professional development training materials should be subjected to a level of evaluation that increases the likelihood of successful implementation. However, it is unclear how this need for evaluation of professional development software is being met. Commercial software companies have been found to eschew evaluation of their products and classroom teachers can be expected to conduct only limited software evaluations of the software. This article contends that educational researchers are well positioned to conduct comprehensive evaluations of the professional development software they create. This purpose of this review of the literature is to (a) consolidate the database of literature with regard to professional development software, (b) examine the degree to which the software described in the literature has been comprehensively evaluated, and (c) provide suggestions for future research.

UR - http://www.scopus.com/inward/record.url?scp=69749095063&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=69749095063&partnerID=8YFLogxK

U2 - 10.1177/016264340301800103

DO - 10.1177/016264340301800103

M3 - Article

AN - SCOPUS:69749095063

VL - 18

SP - 29

EP - 37

JO - Journal of Special Education Technology

JF - Journal of Special Education Technology

SN - 0162-6434

IS - 1

ER -