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Computers in the
Classroom
Judy Arzt, Ph.D., Saint
Joseph College, CT
Website Evaluation Form
Website Title
Producer of the Website
Internet Address and Phone Number
Grade Level(s)
Subject Area(s)
Reviewed by
 WEBSITE
DESCRIPTION: Describe the content as
accurately as possible. What topics are covered in the website or the part
of the site under review? Does the site have multiple sections? If so, what
are they? Does the site have any special or unusual content features that
are particularly noteworthy? If so, describe them. Overall, provide readers
will a clear description of what kind of content is found on the site and
what its educational value is for the classroom teaching situation. The
focus your review on one section of the site that connects to your
curriculum and grade level if the site offers multiple options. That is, do not try to make the rest of
the review a full analysis of the whole site, but just the part that fits
your curriculum focus.
ACCURACY
OF CONTENT: Is the website or the part of the site under review content
accurate and complete? Is the
content appropriate for curriculum and for its intended audience? Are there
any content errors or omissions? Is the content easy to read and access, as
well as appropriate for an intended student audience? Is the arrangement of
information appropriate to its content? Is the site free of bias, such as
gender or ethnic stereotypes? (Only answers those questions that are
appropriate. This section requires commenting on any aspect of the
content’s accuracy, not those limited by the listed prompts.)
TECHNICAL
QUALITY: Consider
if the site (or the part of the site under review) is easy to use and
navigate for students. Are there any kinds of bugs, non-functioning hyperlinks,
or linking paths that will confuse students? 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 site aesthetically
(visual aspect, layout design) pleasing in terms of the intended student
audience? How helpful are the site's graphics, sound, and animation,
depending on which of these are included? Do these features serve a purpose
or are they merely decorative features? Are these features distracting or
conducive to learning? Is there any video component? If so, does it promote
learning (explain)? Only answers those questions that are
appropriate. (This section requires commenting on any aspect of the site’s
technical quality and is not limited by the listed prompts. Do not feel
compelled to answer all prompts—just those that are appropriate—and feel
free to include other pertinent information that is not mentioned by the
prompts but is related to technical quality.)
USE OF
TECHNOLOGY: Does the site make good use of the technology to promote
learning or could student learning goals be better (or equally well)
accomplished in other ways? Does site use of multimedia to support
learning? Does the site include promote construction of a product, such as
a map, chart, or some kind of printout, and if yes, describe and critique
that capability? Does the site
provide some means for learners to receive feedback on their learning? If
so, describe and critique. Comment on any ways in which the site uses computer
technology as a vehicle to support student learning.
ROLE
OF STUDENTS: Are students empowered or constrained by using the site? 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
how the site is navigated? Will students need assistance in using the site
successfully to achieve learning goals?
Does the site empower students to construct a product? If yes, could
this product be used for assessment? In what ways does the site promote
student interaction or group interaction? How might the site help students
to value their own thinking and learning processes? Will the site
engage students actively?
ROLE
OF TEACHER: What is the teacher's role in the use of this website to
promote student learning? How much monitoring will students need? What
should teachers do to prepare students to use the site? How might a teacher
monitor students’ learning outcomes? What kinds of preparation will a
teacher need to do to make use of the site a valuable learning experience
for students?
CLASSROOM
USAGE: How
does use of the site fit into the classroom learning situation? What type
of access should students have? That is, should work in small groups or use
the site independently or with a partner? Can the site be used effectively
by the whole class, assuming access to a projection system? How does the
site complement the curriculum? What teaching ideas can you offer someone
interested in having their students use the site?
CRITICAL
SUMMARY: Give a brief critical analysis of the site's overall quality
and usefulness. Highlight the site’s educational strengths and
shortcomings.
OVERALL
RATING (ON A SCALE OF 1 TO 10)
EXPLANATION
OF RATING: Explain your rating.
Top of Page
 Email: jarzt@sjc.edu
 Email
tutoring: tutoring@sjc.edu
Last revised: 12/18/06 2004-2007. All Rights Reserved.
@Judy Arzt
jarzt@sjc.edu
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