There is no way to evaluate technology as a product by iteself. Instead, we must assess how it promotes and supports students' engaged learning and collaboration. Technology must support the learner. If tasks that engage learning are authentic, challenging, and multi-discipinary, then students are learning by doing. They are constructing their own meaning Assessment needs to reflect what the students do while solving problems, researching using technology, and collecting data.
Students' assessments need to be performance based, generative, seamless and on-going, and equitable. Criteria for assessment should be developed jointly by the student and the teacher so that students continue to construct meaning through the entire learning process. Teacher observation of the students' attitudes and application of problem solving skills is part of the assessment as well.
Evaluation is the process of determining what the assessment data means to the student, teacher, and curriculum. Are the students responsible for their own learning? Are they strategic, collaborative workers? Are they energized by learning? Are they meeting the instructional objectives? What is the role of the teacher in this process? Has technology enriched your existing curriculum? This process is very specific to the objectives that your district, school, or classroom has established.