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Using Metrics to Evaluate Hardware, Software, and Websites

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Shawn Tran

on 23 August 2014

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Transcript of Using Metrics to Evaluate Hardware, Software, and Websites

Educational Software Evaluation Tool
Metrics for Educational Hardware and Software
Using Metrics to Evaluate Hardware, Software, and Websites
Shawn Tran
EDU 619 Technology for Mathematics Education
Dr. Deborah Moerland
July 28, 2014

Educational Website Evaluation Tool
Metrics for Educational Websites
Sample Evaluation: Inspiration
Sample Evaluation: IXL Learning
References
Content
Instructional Design
Interface
Accessibility Options
Assessment
Technical Considerations and Cost
Content
Instructional Design
Interface
Accessibility Options
Assessment
Technical Considerations and Cost
Celik, S. (2012). Development of usability criteria for E-Learning content development software.
Turkish Online Journal of Distance Education, 12
(2), 336-345.

Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2010).
Technology integration for meaningful classroom use: A standards-based approach
. Belmont, CA: Wadsworth, Cengage Learning.

Furner, J. M. & Daigle, D. (2004). The educational software/website effectiveness survey.
International Journal of Instructional Media, 31
(1), 61-76.

Jackson, G. (2000). How to evaluate educational software and websites.
TechKnowLogia.
Retrieved from http://www.techknowlogia.org/TKL_Articles/PDF/129.pdf

Leacock, T. L. & Nesbit, J. C. (2007). A framework for evaluating the quality of multimedia learning resources.
Educational Technology & Society, 10
(2), 44-59.

Trust, T. (2013). Evaluating open educational resources: A guide for teachers.
ASCD Express, 8
(12), p. 1-2.

Addresses curriculum needs including state standards and/or Common Core State Standards
Accurate, relevant, and unbiased
Implements 21st century skills
Encourages critical thinking, problem solving, and real world scenarios
Learning goals should be explicitly stated
Activities should directly correlate to assessments
Content is easily modified and/or adapted to meet the individual needs of students
Activities and tasks are engaging and motivating
Learning aids such as dictionaries and print materials are available from within the program
Multimedia tools and activities are included
Aesthetics, production values, and design are consistent with the intent of the program
Graphics to support learning are included
Navigation between pages and screens is intuitive
Help options are easily available from any part of the program
Third party software to assist students with accessing the software (e.g. word prediction, text-to-speech) is compatible
Hardware such as adapted keyboards, touchscreens, and switches interface seamlessly
Visual presentation of the information is clear and can be adjusted as needed
Closed Captioning is available for any audio or video media
Various types of assessment tools are included
Assessment questions directly relate to the targeted content
Students and teachers can easily access assessment data
Assessment results can be used to adjust the learning topics
Software is compatible on various operating systems
Technical support is accessible
Software upgrades are available at a reduced rate
Training materials are available in a variety of formats
(Cennamo, Ross, & Ertmer, 2010; Furner & Daigle, 2004; Jackson, 2000; Leacock & Nesbit, 2007)
(Celik, 2012; Cennamo, Ross, & Ertmer, 2010; Furner & Daigle, 2004; Jackson, 2000; Leacock & Nesbit, 2007; Trust, 2013)
Addresses curriculum needs including state standards and/or Common Core State Standards
Accurate, relevant, and unbiased
Implements 21st century skills
Encourages critical thinking, problem solving, and real world scenarios
Learning goals should be explicitly stated
Activities should directly correlate to assessments
Interactive, autonomous, and constructive
Content is easily modified and/or adapted to meet the individual needs of students
Activities and tasks are engaging and motivating
Learning aids such as dictionaries and print materials are available from within the website and/or links to outside websites are reliable and age-appropriate
Multimedia tools and activities are included
Flexible and adaptable as internet based technologies advance
Aesthetics, production values, and design are consistent with the intent of the website
Graphics to support learning are included
Navigation between pages and screen is intuitive
Weblinks are reliable and monitored on a regular basis
Help options are easily available from all webpages
Third party software or add-ons to assist students with accessing the websites (e.g. word prediction, text-to-speech) are compatible/available
Hardware such as adapted keyboards, touchscreens, and switches interface seamlessly
Visual presentation of the information is clear and can be adjusted as needed
Closed Captioning is available for any audio or video media
Various types of assessment tools are included
Assessment questions directly relate to the targeted content
Students and teachers can easily access assessment data
Assessment results can be used to adjust the learning topics
Content and sequencing automatically adjusts based on assessment results
Website is compatible with various web browsers (e.g. Safari, Firefox, Chrome, Internet Explorer)
Technical support is accessible
Annual subscription renewal is available at a reduced cost and/or discounts for volume purchase are available
Training materials are available in a variety of formats
Full transcript