evaluating call software
Post on 19-Oct-2014
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DESCRIPTION
TSL 641TRANSCRIPT
EVALUATING CALL EVALUATING CALL SOFTWARE/COURSEWARESOFTWARE/COURSEWARE
TSL 641: CALL
GENERAL GUIDEGENERAL GUIDE
An eight-step process:1. Know the specific needs of your population
2. Locate the software
3. Research hardware compatibility
4. Examine the program’s content
5. Look at instructional design
6. Checkout how easy the program is to learn
7. Evaluate the program in terms of consumer value
8. Investigate the technical support and cost
Specific Software NeedsSpecific Software Needs
It is wise to know the needs of your classroom
What are the grade and ability levels?
For what purpose will the software be used?
Drill and practice?
How sophisticated should the software be?
Simple? Heavy duty?
LOCATING SOFTWARELOCATING SOFTWARE
Software House catalogs
Book suppliers
Internet
Journals
Educational organizations
Magazines
HARDWARE COMPATIBILITYHARDWARE COMPATIBILITY
Ask the following questions:• Do the computers at the school have enough memory to
run this program?• How many disk drives does each machine have and what
size are they?• How fast is the CD-Rom drive?• Does the software program need more RAM to run faster
and more efficiently?• What equipment is necessary?• Does the program require a mouse, joystick, or a color
monitor?• What type of printer does the program support?
PROGRAM CONTENTPROGRAM CONTENT
Ask these questions:
• What are the objectives of this program?
• Are the objectives clearly stated?
• How appropriate is the program for the students?
• What knowledge or skills must a student possess to utilize this software?
• Are the graphics and the skills required reasonable for this grade level?
PROGRAM CONTENT – cont. PROGRAM CONTENT – cont.
Is the vocabulary appropriate for the grade level?How accurate is the material presented in the
program?Is the program free of unnecessary computer
jargon and are the spelling and grammar correct?How much time is needed to run the program?Is the program free from prejudices or
stereotypes?Is the program violent in nature?
INSTRUCTIONAL DESIGNINSTRUCTIONAL DESIGN
Many important factors relate to program design:
• Learner control
• Reinforcement
• Sequencing
• Flexibility
• Appearance
ID – LEARNER CONTROLID – LEARNER CONTROL
Learner Control Who controls the program? The student or the computer? Can the student move back and forth in the lesson easily? Can the student quickly return to previous frame? Can the student escape to the menu whenever he or she
wants? Can the student control the speed of the program? Does the program move the academically bright students
forward to more difficult problems, or is the level of difficulty the same?
How easy is it for the student to exit the program or to restart the activity?
ID – Reinforcement & SequencingID – Reinforcement & Sequencing
ReinforcementHow are the student reinforced?Does the program vary the reinforcement?Is the feedback active (animation), passive
(wrong) or interactive (game)?
SequencingIs the instructional sequence appropriate?Does it start from a simple idea to the
complex?
ID - FlexibilityID - Flexibility
Flexibility
You should be able to adapt the program to small and large groups.
You should be able to modify the program to meet the individual needs of the students in the classroom.
Does the program provide a record of the student’s progress?
ID - AppearanceID - Appearance
AppearanceDoes the program have colorful graphics,
animation, and sound?Does the sound motivate the students or does it
interfere with their learning?Are the graphics distracting or helpful?How is the screen laid out?Is it crowded or well organized?Are there too many instructions on the screen?
EASE OF USEEASE OF USE
Is the program easy to learn?Can the student immediately load the program
and use it?Does the program use simple English
commands?Can the student access a help screen whenever it
is needed?Does a tutorial disk or manual take user through
the program?What happens when a student hits a wrong key?
EASE OF USE – cont. EASE OF USE – cont.
Does the program have error messages so that the student can correct problems?
Are the directions clear and concise?
Are the instructions brief to the point?
Can the student follow the directions on the screen without going to the documentation that accompanies the software?
CONSUMER VALUECONSUMER VALUE
Cost? How much?
Are the features found in an expensive software worth it?
SUPPORTSUPPORT
How is the technical support? Can you call somebody immediately to get help or must
you wait forever on the telephone? Is there tutorial with the software package? Is the publisher reputable? Is the telephone call toll free? Does the company charge for the support? Is the tutorial on a disk or in a book form? Is the manual readable, with activities and lesson plan? Will the publisher replace a defective disk?
SUMMARYSUMMARY
Is the program based on sound educational theory and methodology?◦ Software must be compatible with teacher’s
educational philosophy and style.
Is the program based on accurate content?◦ Software has no value if content is inaccurate.
Does the program show discrimination on the basis of sex, race, and so on?
Does the program assume that students are experienced computer users?◦ If so, new users may become frustrated.
SUMMARY – cont. SUMMARY – cont.
Does the program manage to keep the student’s attention?◦ Students must feel motivated and involved in the program.
◦ Software that allows competition, presents interesting stories, games, or permits more than one student to participate at a time is more attractive.
Does the program give appropriate responses to the student for correct and incorrect answer?◦ Correct answers should be rewarded.
◦ Incorrect answers should prompt the software to provide help instead of criticism.
◦ Responses to correct answers must be more attractive than to incorrect answers.
SUMMARY – cont. SUMMARY – cont.
Does the program allow students or teachers to control the lesson?◦ Pace.
◦ Difficulty.
◦ Movement.
Is the program based on clearly stated and educationally sound objectives?
Does the program allow the students to work independently?
Is the program flexible?◦ Allows changes to be made.
SUMMARY – cont. SUMMARY – cont.
Does the program include helpful auxiliary material?◦ Workbooks
◦ Charts
◦ Tests
◦ Lesson plans
◦ Follow-up activities
Does the program include a good management system?◦ Reports
◦ Progress