This article focuses on the challenges of collecting and using photographic evidence to evaluate technology infusion programs in higher education. Offering promise in bridging physical and psychological realities, photo-interviewing has been used in anthropology and sociology but rarely in educational evaluation or research. Using an evaluation of a 6-day introductory hyper- media workshop as an example, the authors discuss a five-phase strategy for applying photo- interviewing. Four polemics emerging from this process are considered.
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Tucker et al. (1991) studied this question.
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