|
Evaluating
Software
There are many
types of instructional software available on the market today. Each type
serves a different purpose and can be very useful in a classroom setting.
Children find instructional software to be fun and enjoyable. These
different types of software are often game-like, which attract children's
attention. Here are a few examples of different types of instructional
software and their use...
| Drill and
Practice: Allows students to answer questions and work
through problems. The program then checks the child's answers for
correctness. |
Example: Before You Know It
www.transparent.com
|
This type of software would be very helpful for any student to have.
A student that has already mastered a topic can continue to practice or
move ahead onto more difficult concepts. A student who is
struggling can work on their skills with this software. |
| Tutorial:
Provides students with activities and information.
Also known to be like a human tutor. |
Example: Color, Contrast, and Dimension in News Design
www.poynterextra.org
|
A
tutorial program can help students succeed by providing them with tons
of new information. They can learn this new information through
fun activities. With its human-like design, children will most
likely feel comfortable with this type of product. |
| Simulation:
This program simulates systems, concepts, places, etc. |
Example: The Digital Frog Dissection
www.digitalfrog.com
|
Simulation type software is a wonderful product for any student.
This type of software is able to take students where they would normally
not be able to go. When learning about the inside of a human body,
what better way to do so then taking an interactive field trip into a
simulated body. |
| Instructional
Game: Uses basic drill questions, but adds game rules. |
Example: Arthur's Math Games
www.riverdeep.com |
Children love to play games. Adding game concepts to the skills
that they must learn gives them motivation to continue with their
learning. |
| Problem
Solving: Takes student through problems step-by-step.
Teacher directed. |
Example: Thinking Things
www.riverdeep.com |
This type of program uses step-by-step methods. Student who are
struggling will benefit by relearning what they are confused about in a
step-by-step manner. |
Roblyer, M.D. (2006).
Integrating Education Technology into Teaching. New Jersey: Pearson
Education, Inc.
|
Criteria Checklist for Evaluating
Instructional Software |
I.
Instructional Design and Pedagogical Soundness
- Teaching Strategy is matched to students needs/levels and
is based
on accepted methods
- Presentation on screen does not contain anything that is
misleading or confusing to the student
-Appropriate levels of readability and
difficulty for the students
- Comments to the student are not abusive or insulting
- Graphics fulfill a purpose (motivation, information)
and are not distracting to learners |
A.
Criteria specific to drill-and-practice functions:
- High degree of control over presentation rate (except for a timed
review)
- Appropriate feedback for correct answers
(except during a timed review; not too elaborate or time consuming)
- Feedback is more reinforcing for correct
responses than incorrect responses |
B.
Criteria specific to tutorial functions:
-
High degree of interactivity (students
should not just read information)
- High degree of user control (forward and
backward movement, branching on request)
- Comprehensive teaching sequence so
instruction is self-contained and stands alone
- Adequate answer-judging capabilities for
student-constructed answers to questions |
C.
Criteria specific to simulation functions:
- An
accurate depiction of what is being modeled
- Good documentation on how the program
operates and works |
D.
Criteria specific to Instructional game functions:
- Low
amount of violence or combat-type activities
- Amount of physical dexterity required is appropriate for
student level |
II.
Content
- No
Grammar, spelling, or punctuation errors
- Accurate up-to-date content
- No racial or gender stereotypes (not geared to one
sex)
- Exhibits a sensitive treatment of moral and social
issues (war, capital punishment)
- Content matches required curriculum objectives and
standards |
III. User
Flexibility
- User has some
control over the program (can go from screen to screen; exit the
program when desired; read text at desired rate)
- Can turn off sound
- Interface is easy to use (entire program has
similar format and movement) |
IV.
Technical Soundness
-
Program loads consistently without error
- Program does not freeze, no matter what the
student enters
- Program does what the screen says it should
- Program works on the desired platform
- Online links work as indicated (if included)
- Animations, video, and sound work as indicated
(if included) |
Decision:
- Recommended or not recommended for
purchase and use |
Checklist adapted from, Integrating Educational Technology into Teaching
3nd Edition. (2003) M.D. Roblyer.
Merrill, Prentice Hall.
|
