Crescitelli - EdTech 597 - Software Analysis

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Educational

Software

An AssessmentGuide for

Administrators


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2009 Kevin Hart and John Crescitelli Boise State University Page 2

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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Crescitelli - EdTech 597 - Software Analysis

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