Assessment of Integration of Technology in Education: Countering the “No Significant Differences” Argument

Abstract

ABSTRACT Literature in the field of information technology in educations in full of references to “no significant differences” findings from studies on the efficacy of technology integration. These findings may be due factors such as flawed assessment procedures, widely varying definitions of technology integration, and research design problems. The current special issue focuses on the development and use of reliable and valid instruments and procedures to access technology integration. This editorial reviews the concepts of reliability and validity, and summarizes assessment methods presented in the articles in this special issue.