1. Evaluating Educational Software “The Computer as an Educational Tool: Productivity and Problem Solving” ©Richard C. Forcier and Don E. Descy

2. What is software?  Term has many different meanings  Currently defined as “programming code stored on CD-ROMS that transforms a computer into a set of games, a word processor,or an Internet browser”

3. Purpose of software?  Designed to teach a specific skill  Different interactive method to instruction  Used in quiet classroom settings  Gives variety to lessons  Delivers large amounts of content  Costs less than a floppy disk

4. Effectiveness of Software for Students  Must have meaning so students absorb information  Must have relevance to environment  Always want feedback

5. How do you know if software will tie in with the lesson?  Supplied with table of contents and/or student workbooks  Look for corresponding topics with current lessons  Provide supplemental practice and drill  Tell students purpose behind activities

6. Key to Educational Technology  How teachers and students approach the software  Must observe the appropriateness, effectiveness, and capability of the technology

7. Who is making the learning- centered classroom a reality?  Simple-to-use multimedia authoring applications  Digital media collections  Internet  New educationally valid, curriculum-based software

8. History  Software and evaluation during the 80s—at its highest  First and largest software evaluation effort conducted by Educational Products Information Exchange (EPIE)  1980s—first standardized evaluation instruments for children’s software  Attempt at quantifying factors with effectiveness of software

9. History of Software  1986 Fewer than 20% reviewed rated as satisfactory  1991 Learning disability software nonexistent  1992 No data to validate claims as to the value of the educational software and student learning

10. History of Software (Continued)  1995 - Theoretical framework missing in design of most educational software  1999 - Contacting of 33 educational software publishers  11 provided information  22 unwilling to provide any information

11. Decrease in Evaluation  Evaluation activity has decreased significantly over past few years.  Problem?  Increase with computer use by children in recent years

12. Due to Lack of Information from Software Publishers…  Parents are not finding software for their child’s needs and learning.  Software is not teaching what it should.  Software does not support the current learning in the classroom.  Considerations must take place before buying the software.

13. Considerations for Software  Sometimes difficult to choose for the classroom  Can take time and proper planning  Must be simple; want focus to be on context  Error-free programs to lessen frustration  Clarity to avoid confusion (no clutter)

14. General Guidelines  Must stimulate high level of interest for student  Must contribute developmental learning and increase performance  Must be based in concrete experience to enhance understanding  Must make optimal use of the visual and aural sensory channels

15. What You Want Software to Do  Enhance teaching and learning  Determine whether it fits your educational goals  Heighten classroom attention, engagement, and enthusiasm for learning  Students take responsibility for learning

16. Questions to Ask  How do I pick software?  How do I evaluate software appropriate for my learners?  How can I integrate software use into my overall curriculum?

17. More Considerations  Check with school district first  Initial considerations  System requirements  Age level  Time requirements  Cost  Classroom applications

18. Technical Considerations  Does it freeze up?  Easy to solve technical problems?  Run slowly or interrupt frequently?  Technical support available?

19. In-Depth Considerations  Content  Objectives clearly defined?  Cover concepts and skills required?  Assessment tools? Modifications?  Correlations to state standards?  Modify sequence of content?

20. What Teachers Should Note When Evaluating  Familiarize yourself with entire product  Run program following directions  Adjust the level of difficulty  Reinforcement of material  Drill and practice appropriateness  Age appropriateness  Learning aids that are provided

21. What Teachers Should Note When Evaluating (Continued)  Accommodating multiple modes of learning  Engaging for students, keeping their interest  Tracking of performance  Used for variety of settings  Give feedback on software with description for future reference

22. Criteria for Teachers  Is the text readable?  Are the navigation controls clear and easy to use?  Is there a “search” function to find information?  Does the program progress at an appropriate pace?

23. Criteria for Teachers (Continued)  Do the graphics enhance the learning experience or detract from it?  If human characters are used, do they represent an accurate cross section of genders and ethnicities?

24. One Grading Method: PACE  Presentability—overall appeal to user  Accountabilty—evaluation of student work and progress  Customizability—technology and level of difficulty  Extensibility—easily available, allowing for creation of new things

25. Examples of Evaluation Forms  Sample from book Sample from book Sample from book  Buyer’s worksheet Buyer’s worksheet Buyer’s worksheet

26. Questions?

27. Works Cited  http://www.ncrel.org/tech/claims http://www.ncrel.org/tech/claims  http://www.scwablearning.org/articles.asp?r=785 http://www.scwablearning.org/articles.asp?r=785  http://magazines.fasfind.com/wwwtools/m/2574.cf m?x=0&rid=2574 http://magazines.fasfind.com/wwwtools/m/2574.cf m?x=0&rid=2574 http://magazines.fasfind.com/wwwtools/m/2574.cf m?x=0&rid=2574  http://www.glencoe.com/sec/teachingtoday/educat ionupclose.phtml/print/30 http://www.glencoe.com/sec/teachingtoday/educat ionupclose.phtml/print/30 http://www.glencoe.com/sec/teachingtoday/educat ionupclose.phtml/print/30   Forcier, R., & Descy, D. (2005). The Computer as an Educational Tool: Productivity and Problem Solving (4 th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall