Evaluating Call Software
- 1. EVALUATING CALL SOFTWARE/COURSEWARE TSL 641: CALL
- 2. GENERAL GUIDE An eight-step process : Know the specific needs of your population Locate the software Research hardware compatibility Examine the program’s content Look at instructional design Checkout how easy the program is to learn Evaluate the program in terms of consumer value Investigate the technical support and cost
- 3. Specific 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?
- 4. LOCATING SOFTWARE Software House catalogs Book suppliers Internet Journals Educational organizations Magazines
- 5. HARDWARE 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?
- 6. PROGRAM 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?
- 7. 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?
- 8. INSTRUCTIONAL DESIGN Many important factors relate to program design: Learner control Reinforcement Sequencing Flexibility Appearance
- 9. ID – 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?
- 10. ID – Reinforcement & Sequencing Reinforcement How are the student reinforced? Does the program vary the reinforcement? Is the feedback active (animation), passive ( wrong ) or interactive (game)? Sequencing Is the instructional sequence appropriate? Does it start from a simple idea to the complex?
- 11. ID - 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?
- 12. ID - Appearance Appearance Does 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?
- 13. EASE 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?
- 14. 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?
- 15. CONSUMER VALUE Cost? How much? Are the features found in an expensive software worth it?
- 16. SUPPORT 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?
- 17. SUMMARY 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 .
- 18. 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.
- 19. 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.
- 20. 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