![]() ![]() Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. 5Centre for Educational Measurement (CEMO) at the University of Oslo, Oslo, Norway.4Goethe University Frankfurt am Main, Frankfurt, Germany.3Centre for International Student Assessment (ZIB), Frankfurt am Main, Germany.2University of Wuppertal, Wuppertal, Germany.1DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany. ![]() Instead they layer the pedagogical use of technology on top of a deliberate technology infrastructure.Lena Engelhardt 1*, Johannes Naumann 2, Frank Goldhammer 1,3, Andreas Frey 4,5, Holger Horz 4, Katja Hartig 4 and S. The findings suggest that ICT in education projects must favor neither the hardware nor the pedagogical aspects of the technology. The evaluation study aimed to determine the extent to which the ICT component inputs were still in place and being used by the school and community one year after direct project support had ended. The evaluation uses a framework of four dimensions of ICT sustainability- social, political, economic, and technological dimensions-to examine the appropriateness of the design and implementation of the project, which provided simple, relevant technology to 166 schools in Upper Egypt. This paper presents the findings from a program evaluation of an ICT in education project within the USAID-funded Girls Improved Learning Outcomes (GILO) program. Article published in the International Journal of Education and Development using Information and Communication Technology. ![]()
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