Evaluation Across Contexts

Abstract

Professional development is a necessary component for effectively integrating technology into classrooms. Unfortunately, the evaluation of technology integration professional development (TIPD) rarely moves beyond participation satisfaction surveys, nor does it reflect the concerns of the multiple stakeholders participating in technology integration efforts. In this article, the authors discuss collaborative models that hold potential for evaluating TIPD partnerships. They advocate for TIPD partners to define a collaborative and holistic vision of success that can guide the evaluation process. The authors discuss three specific collaborative evaluation models, examine key issues associated with implementing them, and analyze how each model has the potential to strengthen and sustain professional development partnerships.