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

Evaluating Educational Evaluating Educational SoftwareSoftware

““The Computer as an The Computer as an Educational Tool: Educational Tool:

Productivity and Problem Solving” Productivity and Problem Solving”

©Richard C. Forcier and ©Richard C. Forcier and

Don E. DescyDon E. Descy

What is software?What is software?

Term has many different meaningsTerm has many different meanings Currently defined as “programming Currently defined as “programming

code stored on CD-ROMS that code stored on CD-ROMS that transforms a computer into a set of transforms a computer into a set of games, a word processor,or an games, a word processor,or an Internet browser”Internet browser”

Purpose of software?Purpose of software?

Designed to teach a specific skillDesigned to teach a specific skill Different interactive method to Different interactive method to

instructioninstruction Used in quiet classroom settingsUsed in quiet classroom settings Gives variety to lessonsGives variety to lessons Delivers large amounts of contentDelivers large amounts of content Costs less than a floppy diskCosts less than a floppy disk

Effectiveness of Software for Effectiveness of Software for StudentsStudents

Must have meaning so students Must have meaning so students absorb informationabsorb information

Must have relevance to Must have relevance to environmentenvironment

Always want feedbackAlways want feedback

How do you know if software How do you know if software will tie in with the lesson?will tie in with the lesson?

Supplied with table of contents and/or Supplied with table of contents and/or student workbooksstudent workbooks

Look for corresponding topics with Look for corresponding topics with current lessonscurrent lessons

Provide supplemental practice and Provide supplemental practice and drilldrill

Tell students purpose behind Tell students purpose behind activitiesactivities

Key to Educational Key to Educational TechnologyTechnology

How teachers and students approach How teachers and students approach the softwarethe software

Must observe the appropriateness, Must observe the appropriateness, effectiveness, and capability of the effectiveness, and capability of the technologytechnology

Who is making the learning-Who is making the learning-centered classroom a reality?centered classroom a reality? Simple-to-use multimedia authoring Simple-to-use multimedia authoring

applications applications Digital media collectionsDigital media collections InternetInternet New educationally valid, New educationally valid,

curriculum-based softwarecurriculum-based software

HistoryHistory Software and evaluation during the Software and evaluation during the

80s—at its highest80s—at its highest First and largest software evaluation First and largest software evaluation

effort conducted by Educational effort conducted by Educational Products Information Exchange (EPIE)Products Information Exchange (EPIE)

1980s—first standardized evaluation 1980s—first standardized evaluation instruments for children’s softwareinstruments for children’s software Attempt at quantifying factors with Attempt at quantifying factors with

effectiveness of softwareeffectiveness of software

History of SoftwareHistory of Software

1986 Fewer than 20% reviewed rated 1986 Fewer than 20% reviewed rated as satisfactoryas satisfactory

1991 Learning disability software 1991 Learning disability software nonexistentnonexistent

1992 No data to validate claims as to 1992 No data to validate claims as to the value of the educational software the value of the educational software and student learningand student learning

History of Software History of Software (Continued)(Continued)

1995 - Theoretical framework missing 1995 - Theoretical framework missing in design of most educational in design of most educational softwaresoftware

1999 - Contacting of 33 educational 1999 - Contacting of 33 educational software publisherssoftware publishers 11 provided information11 provided information 22 unwilling to provide any 22 unwilling to provide any

informationinformation

Decrease in EvaluationDecrease in Evaluation

Evaluation activity has decreased Evaluation activity has decreased significantly over past few years.significantly over past few years.

Problem?Problem? Increase with computer use by Increase with computer use by

children in recent yearschildren in recent years

Due to Lack of Information Due to Lack of Information from Software Publishers…from Software Publishers…

Parents are not finding software for Parents are not finding software for their child’s needs and learning.their child’s needs and learning.

Software is not teaching what it should.Software is not teaching what it should. Software does not support the current Software does not support the current

learning in the classroom.learning in the classroom. Considerations must take place before Considerations must take place before

buying the software.buying the software.

Considerations for SoftwareConsiderations for Software

Sometimes difficult to choose for the Sometimes difficult to choose for the classroomclassroom

Can take time and proper planningCan take time and proper planning Must be simple; want focus to be on Must be simple; want focus to be on

contextcontext Error-free programs to lessen frustrationError-free programs to lessen frustration Clarity to avoid confusion (no clutter)Clarity to avoid confusion (no clutter)

General GuidelinesGeneral Guidelines

Must stimulate high level of interest Must stimulate high level of interest for studentfor student

Must contribute developmental Must contribute developmental learning and increase performancelearning and increase performance

Must be based in concrete experience Must be based in concrete experience to enhance understandingto enhance understanding

Must make optimal use of the visual Must make optimal use of the visual and aural sensory channelsand aural sensory channels

What You Want Software to DoWhat You Want Software to Do

Enhance teaching and learningEnhance teaching and learning Determine whether it fits your Determine whether it fits your

educational goalseducational goals Heighten classroom attention, Heighten classroom attention,

engagement, and enthusiasm for engagement, and enthusiasm for learninglearning

Students take responsibility for Students take responsibility for learninglearning

Questions to AskQuestions to Ask

How do I pick software?How do I pick software? How do I evaluate software How do I evaluate software

appropriate for my learners?appropriate for my learners? How can I integrate software use into How can I integrate software use into

my overall curriculum?my overall curriculum?

More ConsiderationsMore Considerations

Check with school district firstCheck with school district first Initial considerationsInitial considerations

System requirementsSystem requirements Age levelAge level Time requirementsTime requirements CostCost Classroom applicationsClassroom applications

Technical ConsiderationsTechnical Considerations

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

In-Depth ConsiderationsIn-Depth Considerations

ContentContent Objectives clearly defined?Objectives clearly defined? Cover concepts and skills required?Cover concepts and skills required? Assessment tools? Modifications?Assessment tools? Modifications? Correlations to state standards?Correlations to state standards? Modify sequence of content?Modify sequence of content?

What Teachers Should Note What Teachers Should Note When EvaluatingWhen Evaluating

Familiarize yourself with entire productFamiliarize yourself with entire product Run program following directionsRun program following directions Adjust the level of difficultyAdjust the level of difficulty Reinforcement of materialReinforcement of material Drill and practice appropriatenessDrill and practice appropriateness Age appropriatenessAge appropriateness Learning aids that are providedLearning aids that are provided

What Teachers Should Note What Teachers Should Note When Evaluating (Continued)When Evaluating (Continued)

Accommodating multiple modes of Accommodating multiple modes of learninglearning

Engaging for students, keeping their Engaging for students, keeping their interestinterest

Tracking of performanceTracking of performance Used for variety of settingsUsed for variety of settings Give feedback on software with Give feedback on software with

description for future referencedescription for future reference

Criteria for TeachersCriteria for Teachers

Is the text readable?Is the text readable? Are the navigation controls clear and Are the navigation controls clear and

easy to use?easy to use? Is there a “search” function to find Is there a “search” function to find

information?information? Does the program progress at an Does the program progress at an

appropriate pace?appropriate pace?

Criteria for Teachers Criteria for Teachers (Continued)(Continued)

Do the graphics enhance the learning Do the graphics enhance the learning experience or detract from it?experience or detract from it?

If human characters are used, do they If human characters are used, do they represent an accurate cross section represent an accurate cross section of genders and ethnicities?of genders and ethnicities?

One Grading Method: PACEOne Grading Method: PACE

Presentability—overall appeal to userPresentability—overall appeal to user Accountabilty—evaluation of student Accountabilty—evaluation of student

work and progresswork and progress Customizability—technology and Customizability—technology and

level of difficultylevel of difficulty Extensibility—easily available, Extensibility—easily available,

allowing for creation of new thingsallowing for creation of new things

Examples of Evaluation FormsExamples of Evaluation Forms

Sample from bookSample from book Buyer’s worksheetBuyer’s worksheet

Questions?Questions?

Works CitedWorks Cited http://www.ncrel.org/tech/claimshttp://www.ncrel.org/tech/claims http://www.scwablearning.org/articles.asp?r=785http://www.scwablearning.org/articles.asp?r=785 http://magazines.fasfind.com/wwwtools/m/2574.cfhttp://magazines.fasfind.com/wwwtools/m/2574.cf

m?x=0&rid=2574m?x=0&rid=2574 http://www.glencoe.com/sec/teachingtoday/educathttp://www.glencoe.com/sec/teachingtoday/educat

ionupclose.phtml/print/30ionupclose.phtml/print/30 Forcier, R., & Descy, D. (2005). The Computer as

an Educational Tool: Productivity and Problem Solving (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall