Chapter 7 (assess, explore)

Chapter 7 (assess, explore)

• 1.
  ASSESS Jessa Amon July26, 2017 This activity aims to develop one’s own evaluation tool in using and evaluating educational software for classroom use. This activity will be done by pair. Going back to the activities of the previous chapter, create your own (original) evaluation tool to evaluate the kiosk earlier created. Consider, the content, use of multimedia, Presentation, delivery of message/content, effectiveness and others. Use any productivity tool in producing your evaluation tool. Print and paste your work below.
• 2.
  Components Observations/Recommend ations The kioskis remarkable The kiosk must consist of text, graphics, animation, video, music, and button links and is connected to the content. The videos has connection to the topic. The animation, graphics and pictures are not distracting. The button links are clickable and directs to the correct slide. The size and color of the text are appropriate. The content contains information that is new and can help to develop their prior knowledge about the topic. EVALUATING THE KIOSK
• 3.
  EXPLORE Evaluating Educational Technology Thisactivity aims to determine the significance of evaluating educational technology. After learning the need of evaluating educational technology, answer briefly the questions below. 1. Why is it important for teachers to evaluate educational technology and software prior to its use, during its usage and after its use in class instruction? It is important for teachers to evaluate educational technology because When selecting educational software, a teacher must first ask herself/himself what she/he want her/his students to gain as a result of using the software. The teacher must also determine the mode of instruction (how the student uses the software). The teacher can decide if she/he want the students to simply use recall and memorization, or if she/he want them to perform simulations or problem solving. This will help the teacher to determine if she/he need to purchase “drill and practice” software or if software to develop higher order thinking skills is more appropriate. Evaluation of educational technology is important before and after instruction takes place. Before you can select one specific educational software program, you must be aware of the different categories of educational software. You also need to consider these factors: * What do you want your students to gain as a result of using this software? * What mode of instruction is most appropriate? Do you want software that uses drill and practice, or do you need software that develops higher order thinking skills? * Does the specific software meet your criteria? Evaluation after instruction is a crucial component of a lesson that effectively utilizes technology and digital media. It is important to evaluate the educational technology after its use because you will assessing if the educational software is effective in your class if it motivates your students to participate in class or if your students learn your lessons. 2. When is the appropriate period to use checklists, rating scales and rubrics? Rubrics can also be used to evaluate software and technology based upon specified criteria (e.g., cost effectiveness, age appropriateness, curricular relevance, etc.). The rubrics presented for evaluating software and Web sites are very useful and are appropriate for both you and your students to use. As noted, most schools and/or districts have a group of people who evaluate software prior to making a purchase. Teachers also need to evaluate software before attempting to integrate it in the curriculum. It is always important to evaluate software for content and age appropriateness. This follows with the idea of not letting the technology drive the curriculum, but letting your curriculum and learning objectives drive the technology. By evaluating software you will be able to make better decisions about what and how to effectively integrate a particular piece of software.