Selecting Technology for the Classroom Chapter Two
Copyright © Houghton Mifflin Company 2-2 Overview A Framework for Selecting Technology for Students with Exceptionalities Evaluating Software Elements of Educational Websites Accessible Websites
Copyright © Houghton Mifflin Company 2-3 A Framework for Selecting Technology When selecting technology for the school or district consider –The long-term usefulness of the hardware and software –The array of uses of the technology—it should be useful for more than one department or subject –A plan! Time spent in technology planning (with input from faculty, staff, and parents) is time well spent!
Copyright © Houghton Mifflin Company 2-4 Selecting Software for Students First consider student needs –Mobility/accessibility –Adaptability and input tools –Instructional needs: traditional, remedial, and life skills –Creative outlets
Copyright © Houghton Mifflin Company 2-5 FIGURE 2.1 Framework for technology decision making Diagram of the Decision-Making Process
Copyright © Houghton Mifflin Company 2-6 Major Components of Software Evaluation: Part 1 Name, price, and publisher of the software Hardware requirements (including RAM and ROM needed) Content area for which the software is designed
Copyright © Houghton Mifflin Company 2-7 Major Components of Software Evaluation: Part 2 Type of knowledge the software addresses –Bloom’s taxonomy –Task analysis Process and type of instruction –How do students learn? Discovery? Drill and practice?
Copyright © Houghton Mifflin Company 2-8 Major Components of Software Evaluation: Part 3 Ease of use, independence for students, and interface Age appropriateness Degree of active learning on the part of student Degree of open-endedness and flexibility Clear documentation and good support
Copyright © Houghton Mifflin Company 2-9 Major Components of Software Evaluation: Part 4 Adherence to principles of learning –Appropriate vocabulary –Ability to engage students –Expanding complexity: different levels of difficulty Technical soundness: does it work? Diversity –Mixed gender and role equity –People of diverse cultures –Diverse family styles
Copyright © Houghton Mifflin Company 2-10 Major Components of Software Evaluation: Part 5 Opportunities for transfer –Can students apply the skills they have just learned to another setting? Recommendations –List recommended uses for the software
Copyright © Houghton Mifflin Company 2-11 What Makes a Good Educational Website? (Part 1) Clear objectives and overview of the site Information about website creator and date of last update Statement of population for whom the site was designed Creative and USEFUL graphics
Copyright © Houghton Mifflin Company 2-12 What Makes a Good Educational Website? (Part 2) A menu or other convenient way to navigate the site Nonlinear presentation of information Thorough presentation of the topic Consistent design Links to other resources A method to contact the webmaster
Copyright © Houghton Mifflin Company 2-13 Criteria for Accessible Websites Text-only or low graphics version Alternative text for images Absence of frames
Copyright © Houghton Mifflin Company 2-14 Summary Select software AFTER considering students’ needs Use a uniform method for evaluating software Instructional websites can be valuable instructional tools when they are designed with accessibility in mind