What strategies can you use to evaluate technology integration in competency-based education?

We can use Eclectic approach. It is the combination of various strategies to address certain issues and concerns. No strategy is considered best. It has to be relevant on the technical, personal and professional profile of the target participants. Thus, various experts from various sectors from various fields have to be convened and work together for the relevance, timeliness, efficiency and effective mechanisms.

In crafting my approach to evaluating technology integration in education, my foremost consideration is establishing a clear educational purpose and criteria. I begin by articulating precise learning objectives and competencies, ensuring that the chosen technology aligns seamlessly with the curriculum's goals and educational standards. I emphasize the importance of measurable learning outcomes, striving to identify how technology enhances learner engagement through interactive content, multimedia resources, and collaborative tools. User satisfaction and experience become pivotal, with a keen eye on accessibility and inclusivity for diverse learners.

In my quest for a thorough understanding of technology integration's impact, I adopt a multifaceted approach that incorporates diverse sources and methods of data collection and analysis. Quantitative methods, including surveys, quizzes, analytics, and rubrics, serve as valuable tools to quantify the frequency, quality, and outcomes of technology utilization. These metrics provide a quantitative foundation for assessing the tangible aspects of integration. Simultaneously, I employ qualitative methods such as interviews, focus groups, observations, and portfolio assessments to delve into the nuanced realms of perceptions, experiences, and challenges associated with technology use.

Incorporating the perspectives of stakeholders and users emerges as a pivotal strategy in my technology integration evaluation process. Recognizing the diverse roles and interests of stakeholders, including administrators, instructors, learners, employers, and accreditors, is crucial. Actively engaging these stakeholders ensures a comprehensive understanding of the broader impact of technology integration on various aspects of the educational ecosystem. Moreover, involving direct users, such as instructors and learners, in the evaluation process is indispensable. Their firsthand experiences provide nuanced insights into the practical implications and challenges of technology use.

In my approach to evaluating technology integration, I emphasize alignment with established standards and frameworks, leveraging their guidance for best practices in Competency-Based Education (CBE) and technology use. Incorporating frameworks such as the Quality Matters Standards for Online and Blended Courses into the evaluation process provides a structured set of criteria and rubrics for assessing the design, delivery, and support of online and blended learning experiences. Additionally, I draw on the SAMR Model, which delineates four levels of technology integration—substitution, augmentation, modification, and redefinition—offering a nuanced perspective on the depth and impact of technology use.

Embracing a cyclical approach, I recognize the importance of continuous reflection and improvement as a final strategy in evaluating technology integration. This process extends beyond a one-time event, evolving into a perpetual cycle of inquiry. Following the evaluation, I commit to a thorough review of results, diligently identifying the strengths, weaknesses, opportunities, and challenges associated with technology integration in my Competency-Based Education (CBE) courses or programs. Effective communication of these findings to stakeholders and users becomes paramount, fostering a collaborative environment for feedback and input.