Integrating Technology into Canadian Adult Literacy Programs: Curriculum Evaluation Considerations.

For full text: http://www.nald.ca/fulltext/herod/april/cover.htm.

N

14

Adult Literacy; Case Studies; Comparative Analysis; Computer Uses in Education; Curriculum Evaluation; Educational Technology; Evaluation Methods; Foreign Countries; Literacy Education; Models; Participatory Research; Technological Advancement; Technology Transfer

The integration of technology into adult literacy promises both exciting and problematic times, especially with regard to curriculum evaluation. Different evaluation approaches have various strengths and weaknesses. A particular strength of the adversarial approach is a well-rounded evaluation with both positives and negatives identified; its main weakness is that it is less inclusive. The main strength and weakness of the comparative and case study approaches is that their best use is to evaluate standardized curriculum. The most effective is the participatory approach. Its main benefit is its capture of the program context; however, it depends on the ability of many stakeholders to reach an accommodation of potentially divergent interests and opinions. Three classic evaluation models have their own strengths and weaknesses. The discrepancy evaluation model provides a great deal of information regarding a program at all stages, but it is resource-heavy and does not capture the qualitative aspects. The CIPP (context-input-process-product) model's main strength and weakness is its ongoing and comprehensive nature. One main strength of the contingency-congruency model that could also be considered a weakness is its deliberate search for judgements regarding the value of various aspects from a wide range of stakeholders. Aspects of technology must be considered in any curriculum evaluation: different types, computer use, and desirability and impact of technology. (Contains 38 references.) (YLB)

2002

ED457352