Evaluating Effective Teaching and Learning within Complex Levels of Interaction

Through a survey of evaluation data and reports collected from studies of successful ICT use in schools across 50 countries, the contextual factors regarding how schools can effectively integrate ICT is examined. A model of a strategic evaluation design and key findings is discussed, and, the systemic factors associated with understanding classroom level change are presented. The paper will conclude with a brief discussion of how a dynamic and complex set of activities function within multiple levels of interaction ranging from Macro, policy level analysis, Meso, school level analysis, and Micro, classroom level of analysis are necessary to support education reform efforts.