Akademik Veri Yönetim Sistemi
Advances in Educational Administration, cilt.8, ss.143-160, 2006 (Scopus)
This chapter is an attempt at designing a post-positivist way of understanding policy evaluation and practices while exploring a hermeneutic approach toward integrating technology into schools. In this chapter, the author mainly focuses on three central themes on understanding policy making and evaluation: (a) type of practice (b) nature of knowledge, and (c) issue of evaluation. For each of the themes, the author compares a technical-positivist model of understanding policy making and evaluation with a way of understanding drawn from a hermeneutic approach. The former model is committed to and realized by means of an instrumental and objective knowledge for integration; the latter is connected to human existence, who we already are, and who we want to become. In the chapter, the author designs a practical policy and integration unit to partially describe the ethical, political, practical, and deliberative dimensions of the hermeneutic approach toward integrating technology into classroom practices. © 2006 Elsevier Ltd. All rights reserved.