Computers in the Classroom

Judy Arzt, Ph.D., Saint Joseph College, CT

Software Evaluation Form

Software Title

Publisher

Publisher Telephone and Internet Address

Grade Level(s)

Subject Area(s)

Reviewed by

SOFTWARE DESCRIPTION: Describe the content as accurately as possible. What topics are covered? Does the software have multiple sections? If so, what are they? Does it have multiple modes of operation? If so, what are they? Does the software have any special or unusual content features that are particularly noteworthy? If so, describe them.

ACCURACY OF CONTENT: Is the software's content accurate and complete? Is the content appropriate for curriculum and for its intended audience? Are there any content errors or omissions? What would you add to the software? Is the content easy to read and access? Is the software's sequence appropriate to its content? Is the software free of bias, such as gender or ethnic stereotypes?

TECHNICAL QUALITY: Is the software easy to use and run? How much computer experience is needed to install and use it? Can students easily use the software? Are there any bugs? (If so, describe)? Are the navigation systems (i.e. menus, maps, links, help buttons, icons) easy to use and/or easy to understand (please describe)? Is the software aesthetically pleasing? How helpful are the software's graphics, sound and animation? Do they serve a purpose or are they merely decorative features? Are they distracting or conducive to learning? Is there a video, including quick time? If so, does it promote learning (explain)?

USE OF TECHNOLOGY: Does the software make good use of the technology or could its goals be better (or equally well) accomplished in other ways? Does the software make good use of multimedia for the sake of learning? Does the software make use of non-linear linking (if yes, describe and critique)? Does it include tools for construction of a product (if yes, describe and critique)? Can teachers modify the software (if yes, describe and critique)? Does the software have any capacity for student tracking and/or management (if yes, describe and critique)?

ROLE OF STUDENTS: Are students empowered or constrained by the software? Can they work accordingly to their learning needs, or must they follow a prescribed and limiting format? To what extent do students have control in running the software? Does the software empower students to construct a product? If yes, could this product be used for assessment? In what ways does the software promote student interaction or group interaction? How might the software help students to value their own thinking and learning processes?

ROLE OF TEACHER: What is the teacher's role in the use of this software? How much monitoring will students need? What should teachers do to prepare students to use the software? Can the teacher modify, change, or add to the software? Does the software contain internal management tools to help teacher monitor student learning? Does the software package include teacher materials? If so, comment on their value.

CLASSROOM USAGE: How does the software fit into the classroom? What type of access should students have? Should they work in small groups? Can the software be used effectively by one student? Can a pair of students use it effectively? Can it be used effectively by the whole class? How does the software complement the curriculum? What teaching ideas can you offer someone interested in the software?

CRITICAL SUMMARY: Give a brief critical analysis of the software's overall quality and usefulness. Highlight the software's strengths and shortcomings.

OVERALL RATING (ON A SCALE OF 1 TO 10)

EXPLANATION OF RATING: Explain your rating.

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Email: jarzt@sjc.edu

Email tutoring: tutoring@sjc.edu

@Judy Arzt

jarzt@sjc.edu