crescitelli - edtech 597 - software analysis
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Educational
Software
An AssessmentGuide for
Administrators
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Software Rubric Overview
As site-based managers, school administrators are responsible for all building decisions. This
includes decisions about instruction and how educational software will be implemented to enhance
it. In order to properly assess whether educational software is a sound investment for a school or
grade, administrators and technology committees need to focus on six specific parameters:
1.Curriculum Content: Does the software address national standards for both teachers andstudents? Does it align with state and local frameworks?
2.Instructional Design: Is the software intuitive and does it make appropriateaccommodations for a variety of learners?
3.Software Design: Does the software design enhance the level of instruction to meeteducational goals and adequately augment traditional instruction?
4.Learner Analysis: Can the software analyze instructional content for diverse learnerpopulations? Are there classroom management tools and assessment strategies?
5.Instructional Support: Are proper supports built in for both teachers and learners? Arethey presented in ways that are accessible to both groups?
6.Technical Support: Does the software come with clear manuals and implementationstrategies? Are user manuals included for both the administrator and the end user?
Spending the time to evaluate software under these parameters helps to assure the fiscal
soundness of decisions and assures teachers and learners have the best tools available in the
classroom.
The Assessment Rubric
The assessment rubric on the following pages is divided into the six categories identified above.
Each component in the rubric is to be assessed on a 10-point scale. A rating of 0-3 indicates a low
rationale for approval. A rating of 4-6 indicates a good rationale for approval. A rating of 7-10
indicates a strong rationale for approval. At the completion of the assessment, total points are
tallied and recommendations are determined.
Low: 0-100 Medium 101-200 High 201-290
Not all parameters may apply to the software that is being assessed. For the purpose of viewing
the software as an integral part of the curriculum and its effectiveness for the students, the
viewing of scores can be interpreted based on the outcomes that apply to the school and students.
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Educational Software Assessment
Title: ____________________________________
Version: _________________________________
Publisher: _______________________________
Date of Copyright: _______________________
URL: ___________________________________
Cost: Individual ________________________
Site License _______________________
Hardware: _______________________________
Operating System: _______________________
Memory: ________________________________
Subject Area(s): ________________________________ Grade Level(s): _______________________
Low (0-3) Medium (4-6) High (7-10)
1. Curriculum Content
Software matches the curriculum content in state and
local frameworks
Software directly addresses national technology
standards for both teachers and students
2. Instructional Design
Software provides an array of teaching approaches that
augment conventional instruction
Program contains effective activities that foster creative
thought and incorporate higher level thinking skills
Program can differentiate levels of instruction to
accommodate diverse learning styles
Program includes ways for accommodating students of
limited English proficiency
Amount of information is appropriate for the target
population
3. Software Design
Software generates higher cognitive performance than
traditional instruction
Program interaction is intuitive so learners can focus on
concepts instead of software operation
Navigation and user interface are consistent
Appropriate feedback, assistance and resources are
available for the learner
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Low (0-3) Medium (4-6) High (7-10)
Software design motivates and holds student interest
Program can be customized by the teacher or learner and
saved for future lessons
Program provides access for learners from a variety of
locations (classroom, library, home)
4. Learner Analysis
Software contains a management system that addresses
program content and student evaluation
Software identifies learner strengths and weaknesses
with appropriate feedback
Software provides a clear response regarding answers
and provides tutorials to address weaknesses
Data is secure for both the learner and the teacher
5. Instructional Support
Support materials are varied in approach and useful to
both teachers and learners
Instructional activities are available for different grade
levels, ability levels and diverse populations
Materials correlate to state or district curriculum
objectives and standards
Training materials included both online and PDF format
Staff development is included with the purchase
Ongoing staff development is available in maintenance
agreements and in webinars or onsite
6. Technical Support
On screen tutorials and help are available
Specific technical directions for different operating
systems are available
Effective Search and Help features are present
Maintenance agreements are available
URL, email, and phone support are available
Point Total
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7. Final Recommendations
Evaluation Conducted by ________________________________ Position ______________________
Signature ________________________________________ Date __________
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Resources
Hancock, C., & Osterweil, S. (2007). InspireDate v1.5. http://www.inspiration.com. Beaverton,
OR, USA: Inspiration Software, Inc.
Kadar, Dr. Avraham. (2009). BrainPop and BrainPop, Jr. http://www.brainpop.com/ . New York,
NY, USA: FWD Media, Inc.
Rubrics and Evaluation Resources. (2004, August 2). Retrieved October 1, 2009, from MidLink
Magazine: http://www.ncsu.edu/midlink/ho.html
Bach, J. &. Miller K. (2001). Software Evaluation Rubric. Retrieved October 2, 2009, from SAS
inSchool: http://www.sascurriculumpathways.com/
Kerr, Dr. Jim. (2006). Software Evaluation. Retrieved October 2, 2009, from
http://www.ed.brocku.ca/~jkerr/sftwreva.htm
Educational Software Evaluation Rubric: Programs for K-6 Language Arts, MH Classrooms. (n.d.).
Retrieved October 2, 2009 from
http://www.dromano.com/ashland/educ232505/softwarerubric2.pdf
iRubric: Education Software Evaluation Rubric. (2009). Retrieved on October 3, 2009, from
http://www.rcampus.com/rubricshowc.cfm?sp=true&code=L33864&
Prince Georges County Public Schools. (2007). Instructional Software. Retrieved online on October4, 2009 from http://www.pgcps.pg.k12.md.us/~support/software.html
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ExampleEvaluations
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Educational Software Assessment
Title: ____________________________________
Version: _________________________________
Publisher: _______________________________
Date of Copyright: _______________________
URL: ___________________________________
Cost: Individual ________________________
Site License _______________________
Hardware: _______________________________
Operating System: _______________________
Memory: ________________________________
Subject Area(s): ________________________________ Grade Level(s): _______________________
Low (0-3) Medium (4-6) High (7-10)
1. Curriculum Content
Software matches the curriculum content in state and
local frameworks
Software directly addresses national technology
standards for both teachers and students
2. Instructional Design
Software provides an array of teaching approaches that
augment conventional instruction
Program contains effective activities that foster creative
thought and incorporate higher level thinking skills
Program can differentiate levels of instruction to
accommodate diverse learning styles
Program includes ways for accommodating students of
limited English proficiency
Amount of information is appropriate for the target
population
3. Software Design
Software generates higher cognitive performance than
traditional instruction
Program interaction is intuitive so learners can focus on
concepts instead of software operation
Navigation and user interface are consistent
Appropriate feedback, assistance and resources are
available for the learner
Brain Pop
$1250.00
and Brain Pop Jr.
2009 version
computer needed all web basedFWD Media, Inc
2009 Windows or Mac
http://www.brainpop.com/any as long as there is Internet access
Science, social studies, English, math
rts and Music, Health and TechnologyBrain Pop Jr - k-3
Brain Pop 4-12
Each lesson is tied to
a state standard for
every state.10The software addresses
all standards from
cademic Benchmarks
Excellent lessons
movies, quizzes and
ext.10The activities involvemostly writing or
quizzes.4The instruction is
imilar in each category
Brain Pop is available
is English and
Each lesson covers the
opic appropriately. 10
This is very true in thathe program allows for
user control 7
This is an easy to use
interface.10
Each lesson follows the
ame pattern 10snwers are given
as feedback but not
based on the user 2
10
6
2
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Low (0-3) Medium (4-6) High (7-10)
Software design motivates and holds student interest
Program can be customized by the teacher or learner and
saved for future lessons
Program provides access for learners from a variety of
locations (classroom, library, home)
4. Learner Analysis
Software contains a management system that addresses
program content and student evaluation
Software identifies learner strengths and weaknesses
with appropriate feedback
Software provides a clear response regarding answers
and provides tutorials to address weaknesses
Data is secure for both the learner and the teacher
5. Instructional Support
Support materials are varied in approach and useful to
both teachers and learners
Instructional activities are available for different grade
levels, ability levels and diverse populations
Materials correlate to state or district curriculum
objectives and standards
Training materials included both online and PDF format
Staff development is included with the purchase
Ongoing staff development is available in maintenance
agreements and in webinars or onsite
6. Technical Support
On screen tutorials and help are available
Specific technical directions for different operating
systems are available
Effective Search and Help features are present
Maintenance agreements are available
URL, email, and phone support are available
Point Total
The same format
wears thin after time
4Eachlesson has
canned activities. There
is no customizing 1Web based and able to
be accessed everywhere.10
acks a management
ystem.0
Feedback is weak for
tudents 2
utorials are not there
ll data is only from
logins 10
Support materials
include many lesson plans
7Diversity is built into
he program 10
Each lesson is tied
o state standards
Training is included
No staff development
No ongoing staff dev.
a multitude of help
areas 10
not really applicable
as this is web based
excellent searchandhelpnot applicable
excellent support
2
10
10
0
0
10
10 10
10174 total high
9 total low 14 total medium
197
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7. Final Recommendations
Evaluation Conducted by ________________________________ Position ______________________
Signature ________________________________________ Date __________
Brain Pop and Brain Pop Jr. as a web based instruction and
technology program covers quite a number of subjects for school and home usage. All lessons are state
tandards based and they match individual selected states. The lessons are interesting and covermaterial that include diverse groups and cultures. Interfaces are easy to use and there is almost
no learning curve needed to utilize the program. The issues presented in the lessons are also tied to
additional lesson plans so that not all activities have to be tied to the computer. This program providesa multitude of opportunities for learning as a single learner or as part of a team.
The negatives of the program are that all material is canned and creative input is limited for selection
of topics by the student or teacher. The lack of a strong management piece also does not allow the
tudent to see their progress or for the teacher to manage a classes development.
Overall, Brain Pop and Brain Pop Jr. serve as a good opportunity to have lesson plans on pertinent
topics that are tied to state standards. The program provides many opportunities for the students to
direct their learning in an easy to use way. While the management piece is missing, there are ample
lessons to utilize that will allow a teacher to maximize the learning opportunities.
Staff development is not needed as much as with other software as the interface requires almost no
training to use. The implementation of this piece of software into the classroom is left to the teachers
input and this is a weak area. The recommendation I would make is to buy the software although it
does have some negatives, there are ample lessons that utilize technology in different subjects, tied to
tate standards and school and home use.
Kevin Hart Tech Director
Kevin Hart 10/16/09
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