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Temple University Center for Research
in Human Development and Education |
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Scientifically Based Research
Scientifically validated knowledge—as required by NCLB—means that the scientific method was followed to determine whether the educational intervention (in this case, instructional software) was effective in helping students meet curriculum standards. The evaluation study that proved the software's effectiveness must have employed rigorous standards and have the capacity to be replicated and generalized. In other words, the study that was used must have employed the following characteristics:
- it tested a hypothesis about what worked or how it worked;
- a treatment group and control group were used to try to disprove the hypothesis;
- the findings can be applied broadly to students other than the ones studied; and
- the study's design, measures, and interpretation of results met rigorous standards of peer review (U.S. Department of Education, 2002).
NCLB requires educators to now consider vendor claims of scientifically based research when they make purchasing decisions of instructional software.
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Systemic Purchasing Policies and Procedures
Consideration of technology-based instructional products must involve group evaluation and selection. As networks and technology infrastructure become more complex, educational purchasing policies also become more complex. There are multiple strategies and models for purchasing technology-based instructional products within educational agencies. These strategies range along a continuum with centralized purchasing policies on one end and distributed purchasing policies on the other. Centralized polices require school-based teachers and staff members to submit purchase requests to the central administration (usually a technology coordinator or director) for approval, thus centralizing the purchasing power within the district office. This strategy precludes individual teachers from purchasing products that are incompatible with existing hardware and networks. It also allows for a centralized review of curriculum goals and alignment with district and state standards. Software licenses can be efficiently managed and controlled. This strategy, however, takes curriculum decisions away from teachers and may lead to limited or ineffective integration of technology into the classroom.
Distributed policies, on the other hand, allow teachers to make purchasing decisions for their own classrooms. When teachers make the decision to purchase a specific piece of technology, they usually take personal responsibility for integrating it into their classroom practice in an effective manner. However, this strategy may result in purchasing products that are incompatible with systems, networks, or curriculum standards. It also places the legal responsibility for installation and license management with individual teachers. This strategy could result in inequitable technology opportunities across the school and district and would be problematic if the district were selected for a software audit. Therefore, many districts have adapted purchasing strategies that are centralized with some elements of distributed purchasing. For example, Prince George's County in Maryland selects a review committee composed of teaching staff to consider new technology-based instructional products. Each year, they publish a compendium of approved products. Classroom teachers within this district may make their own purchasing decisions from the preapproved list (Finch, 2002).
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