Evaluating Educational
Software
“The Computer as an
Educational Tool:
Productivity and Problem Solving”
©Richard C. Forcier and
Don E. Descy
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”
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
Effectiveness of Software for
Students
Must
have meaning so students
absorb information
Must have relevance to
environment
Always want feedback
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
Key to Educational
Technology
 How
teachers and students approach
the software
 Must observe the appropriateness,
effectiveness, and capability of the
technology
Who is making the learningcentered classroom a reality?
Simple-to-use
multimedia authoring
applications
Digital media collections
Internet
New educationally valid,
curriculum-based software
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
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
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
Decrease in Evaluation
 Evaluation
activity has decreased
significantly over past few years.
 Problem?
Increase with computer use by
children in recent years
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.
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)
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
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
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?
More Considerations
 Check
with school district first
 Initial considerations
System requirements
Age level
Time requirements
Cost
Classroom applications
Technical Considerations
 Does
it freeze up?
 Easy to solve technical problems?
 Run slowly or interrupt frequently?
 Technical support available?
In-Depth Considerations
 Content
Objectives
clearly defined?
Cover concepts and skills
required?
Assessment tools? Modifications?
Correlations to state standards?
Modify sequence of content?
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
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
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?
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?
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
Examples of Evaluation Forms
 Sample
from book
 Buyer’s worksheet
Questions?
Works Cited



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http://www.ncrel.org/tech/claims
http://www.scwablearning.org/articles.asp?r=785
http://magazines.fasfind.com/wwwtools/m/2574.cf
m?x=0&rid=2574
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 (4th ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall