This chapter introduces situated evaluation as an approach for evaluating socio-technical innovation and change. Many current evaluations simply identify the impacts of technology and deprecate alternate uses in their analysis. Situated evaluation instead calls for understanding how innovations emerge through use; this
entails consideration of diverse uses, the contexts of use, and the reasons for the development of multiple realizations. The chapter presents a comparative study of different classroom uses of electronic Quill in order to demonstrate how this alternative evaluation can be conducted and to address the value of understanding and fostering diverse cultural appropriations of a socio-technical innovation.
Publisher
Information Science Reference
Series/Report Name or Number
Handbook of Research on Socio-Technical Design and Social Networking Systems
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