dcferdinand.weebly.comdcferdinand.weebly.com/uploads/4/6/1/...edid65051.docx · Web viewMini Project. by. Donnette Ferdinand. Student ID: 308003507. A Paper Presented in Partial

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Mini Project

by

Donnette Ferdinand

Student ID: 308003507

A Paper Presented in Partial Fulfilment

Of the Requirements of

EDID 6505: Systems Approach to Designing Instructional Materials

Trimester II, 2015-2016

Email: [email protected]

University: University of the West Indies Open Campus

Course Facilitator: Dr. LeRoy Hill

Course Coordinator: Dr. LeRoy Hill

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Table of Contents

Introduction …………………………………………………………………………………3

Needs Assessment …………………………………………………………………………..4

Task Analysis and Performance Objectives ………………………………………………...7

Learner and Contextual Analyses …………………………………………………………..8

Instructional Strategies and Lesson …………………………………………………………8

Assessment ………………………………………………………………………………….9

Reflection …………………………………………………………………………………...9

List of Appendices:

Appendix A – Needs Assessment Plan ……………………………………………………12

Appendix B –Task Selection Worksheet ………………………………………………….17

Appendix C – Procedural Analysis ………………………………………………………..19

Appendix D – Prerequisite Analysis……………………………………………………….20

Appendix E – Contextual Analysis Worksheet …………………………………………...21

Appendix F – Instructional Strategies and Lesson ………………………………………..24

Appendix G– Assessment Tools …………………………………………………………..27

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Introduction

The issue of technology in education has been topical within recent times, and in the

Eastern Caribbean, governments’ thrust has been towards the integration of information

communication technologies across the curriculum. It is evident that ICT’s are here to stay, and

that their inclusion in the school’s curriculum can yield tremendous benefits. Hawkridge (1990,

in Latchem & Jung, 2010) contends that ICT integration is essential because technology is

omnipresent in society; thus students must be immersed in it. Additionally, ICT has the potential

to enhance the teaching and learning process, and the overall performance of schools

(Hawkridge, 1990, in Latchem & Jung, 2010). In St. Vincent and the Grenadines, the

government’s “One Laptop per Child Initiative” has highlighted significant shortcomings within

the education system with regards to teachers’ apparent lack of preparedness in effectively

utilizing these and other technological devices within the teaching and learning environment.

This paper seeks to bring the matter of ICT integration under scrutiny and presents an

instructional design approach which stakeholders will find useful. It includes a needs assessment

plan, learner, contextual and task analyses, crafting of suitable instructional objectives and

development of for instructional strategies and assessment. All of these are contextualized within

a modern Caribbean classroom environment.

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Needs Assessment Plan for the Fairhall Government School

Various methods of data collection will be employed in the needs assessment. These

include interviews, informal discourses, observation, and survey questionnaires (See Appendix

A). Data were gleaned from key stakeholders, namely, teachers, heads of departments and the

school’s principal. This approach is in keeping with standard practice in instructional design.

Barbazette (2006) establishes that “observing and interviewing subject matter experts, master

performers, and typical target population representatives is critical to making an accurate

observation” (p. 86), in what can otherwise be a problematic exercise. Both qualitative and

quantitative data will be utilized in drawing conclusions about the current state of participants

and the learning environment.

Work Environment

The Fairhall Government School is a modern primary educational institution that is

equipped with many of the technological tools and facilities that are needed for the integration of

ICT across the curriculum. These include a computer laboratory, a multi-purpose room, reading

center and library. Despite this, only a minute percentage of teachers at the school utilize these

facilities on a regular basis and with enough thought and planning to make an impact.

Target Audience

The members of staff of the FGS range in age from the early twenties to the mid fifties.

Levels of education and professional training also differ significantly. Entry level staff members

possess CSEC of CAPE qualifications; others have received formal training in teacher education,

while the more seasoned teachers have under graduate and graduate degrees.

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The target group will consist of fifteen teachers and the principal of the school – a total of

sixteen educators. Of these, only one member of staff has received formal training in ICT

integration procedures and methods.

Purpose

The purpose of the needs assessment is to research the reasons why members of staff do

not, on a consistent basis, plan and deliver ICT enabled lessons, and to identify their specific

areas of training needs.

In terms of training, the staff identifies training in ICT integration as their greatest

challenge, and the area that they feel least competent and in need of training. The government’s

recent “One Laptop per Child Initiative” has brought the changing roles of teachers into focus;

hence there is a need to provide training in bringing the curriculum in line with the technology in

order to improve student performance. Although several workshops have been conducted by the

school’s IT Coordinator in the field, there has been limited follow up and there has not been any

significant change in the way that teachers use the technological tools at their disposal.

Interestingly, most teachers possess basic computer literacy skills, and have, in many instances,

the latest mobile devices, which they use in their personal lives. This does not however translate

into effective and meaningful integration of ICT into their daily practice. Consequently, many of

the technological tools and resources with which the school has been equipped lay waste.

Topic of Instruction

ICT Integration across the Curriculum

Formats

A face-to-face approach will be used, with emphasis on collaboration and teamwork,

along with an infusion of various technological tools and devices.

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Objectives

The objectives of this needs assessment are to:

(a) Identify reasons why teachers do not integrate ICT’s in their daily classroom practice.

(b) Conduct a series of workshops aimed at familiarizing members of staff with the

principles and skills that will enable them to efficiently and effectively integrate ICT in

the classroom.

What the Trainer Needs to Know:

OPTIMALS

Do the teachers in the target group possess the knowledge and skills that are needed for effective

ICT integration?

Do teachers use ICT tools in lesson planning and record keeping?

ACTUALS

Have teachers received formal training in ICT use and integration?

To what extent do teachers use ICT tools in lesson planning and delivery?

To what extent do teachers use ICT tools for administrative and record keeping purposes?

FEELINGS

In establishing feelings, teachers’ philosophy of teaching and learning in general, and

specifically the use of technology will be examined. Questions asked would include:

What do teachers believe are: (a) their roles in the classroom and (b) the roles of their students?

How do teachers view the use of technology in the classroom?

Are teachers comfortable with technological devices?

How confident are teachers in planning and executing ICT enabled lessons?

How competent are teachers in planning and executing ICT enabled lessons?

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CAUSES

Why are teachers not integrating ICT’s in their classrooms?

What accounts for the apparent reluctance among teachers to integrate ICT in the classroom?

SOLUTIONS

What do you need to know?

Solutions to the problem will answer the question:

What intervention is needed in helping teachers to effectively integrate the ICT tools at their

disposal into their lesson planning and delivery on a consistent basis?

What can or should be done to address teachers’ reluctance to integrate ICT in the classroom?

Task Analysis and Performance Objectives

For the task analysis, a task selection worksheet (See Appendix B) was used in firstly

selecting and prioritizing the tasks. One of the highest ranked tasks was then chosen, and a

procedural analysis (See Appendix C) conducted. Based on this, a prerequisite analysis, which

detailed each required skill, was done.

Performance Objectives:

Using Bloom’s Taxonomy as a guide, several performance objectives were developed.

Considering that the target audience is made up of adults, efforts were made to ensure to target

higher order skills.

Terminal Objective:

Upon completion of the series of workshops, teachers will successfully apply principles and

skills of ICT integration in planning and delivering ICT-enabled lessons.

Subordinate Objectives:

By the end of the workshop, participants will:

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1. When prompted, confidently communicate their opinions and thoughts on the value of

ICT integration across the school’s curriculum, and the barriers which exist in the

institution with their peers. (Cognitive/Affective)

2. Effectively incorporate various ICT tools/devices in planning at least three lessons in

various disciplines. (Cognitive)

3. Set up a multimedia projector and computer with no less than ninety percent (90%)

accuracy, for lesson presentation. (Psychomotor)

4. Efficiently create a PowerPoint presentation of no fewer than ten slides.

(Cognitive/Psychomotor)

5. Apply at least nine of ten criteria/categories in evaluating selected educational software

and websites. (Cognitive)

Learner and Contextual Analysis

The instructional design process does not occur in a vacuum; rather, several variables are

combined for a successful outcome. Among those are the learner and the context within which

instruction is delivered and will be ultimately utilized. As such, an analysis of these key

components of the process is important. A learner and contextual analysis (See Appendix E) was

done, and information gathered was considered in designing instructional strategies.

Instructional Strategies and Lesson

Instructional strategies for this project were grounded in Merrill’s First Principles of

Instruction, and include activation of prior knowledge, demonstration of tasks, and opportunities

for application and integration (See Appendix . In determining which strategies to use, the most

important consideration was the learners’ specific characteristics. With this in mind, instructional

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strategies that are suited to the adult learner were selected. Decisions relative to instructional

strategies were therefore made bearing in mind results from the learner and contextual analyses.

Assessment

The assessment of learning is a crucial component in any instructional design project.

Jonassen, Tessmer and Hannum (1999) argue that assessment strategies need to be congruent

with learning outcomes; hence, assessment for this particular instructional design unit was based

on the stated objectives. A performance rubric (See Appendix G) was designed for use by

learners in evaluating educational software. This will be used during the demonstration phase of

instruction. Several multiple choice items (See Appendix G) were also constructed, and these

were drawn from the subordinate objectives. The multiple choice items will be used for

formative assessment. They will therefore be used during the period of instruction.

Reflection

For this project, I was required to apply the skills and techniques that I have acquired so

far in this programme in the building of a workshop for a selected target group. I chose the staff

of my school, which is comprised of a diverse group of teachers. Their diversity ranges from age,

to years of experience and levels of training.

Several instructional strategies were included in the project. The fact that the target group

consists of adult, strategies include discussion, group and collaborative work, hands-on

experiential learning activities and reflective learning. These strategies are outlined in the

instructional strategies and lesson development component of the paper. I believe that these

strategies are best suited for the process, given my knowledge of the individuals for whom the

instruction is designed, as well as the subject matter.

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The development of the project was for me an extremely challenging endeavor. The

difficulty for me occurred because of an initial lack of understanding of the process. Added to

that was the personal setbacks that I encountered in getting some tasks completed on time in

order to fully benefit from my peers’ feedback. However, whatever feedback that I received from

both peers and tutor, went a long way in clarifying many misconceptions that I possessed. Given

an opportunity to repeat this process, I will definitely approach this aspect of the task differently,

as I am now keenly aware that instructional design is not a solitary endeavor. Collaboration and

peer interaction will feature highly.

I learned many instructional design lessons from this assignment. Perhaps the most

valuable of them relates to the fact that the process of instructional design is really not linear in

nature. I discovered, and this was towards the end of the process, that I was compelled to iterate

on numerous occasions. Again, this would have been more meaningful if I had been able to

better manage my time and meet deadlines.

In summary, this experience was one that I will not readily forget, as it not only taught

me my lessons about myself, but also of what instructional design entails. As a budding

instructional designer, I look forward to repeating the exercise.

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References

Barbazette, J. (2006). Training needs assessment: Methods, tools, and techniques. Vol.1. San

Francisco, CA: Pfeiffer

Hawkridge, D. (1990). In Latchem, C. & Jung, I. Distance blended learning in Asia. New York,

NY: Routledge

Jonassen, D.H., Tessmer, M. & Hannum, W.H. (1999). Task analysis methods for instructional

design. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

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Appendix A: Needs Assessment Plan

Objectives

The objectives of this needs assessment are to:

(c) Identify reasons why teachers do not integrate ICT’s in their daily classroom practice.

(d) Conduct a series of workshops aimed at familiarizing members of staff with the

principles and skills that will enable them to efficiently and effectively integrate ICT in

the classroom.

What the Trainer Needs to Know

OPTIMALS


Do the teachers in the target group possess the knowledge and skills that are needed for effective

ICT integration?

Do teachers use ICT tools in lesson planning and record keeping?

Why do you need to know?

Information gained from seeking optimals will indicate the level of teachers’ competence,

which can then be measured against the standard. When compared to data gathered when seeking

actuals, the specific needs of the group can be established.

Who has the information?

All teachers, including Senior Qualified Assistant Teachers (supervisors), principal of the

school and education officers based in the Ministry of Education can provide information for the

optimals.

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How will the information be gathered?

Information for the optimals will be gathered through survey questionnaires and

interviews.

How will the information be used?

The information gathered will be used for informing the goals and objectives for the

professional development workshops.

ACTUALS


In attempting to establish actuals, the following questions will be asked:

Have teachers received formal training in ICT use and integration?

To what extent do teachers use ICT tools in lesson planning and delivery?

To what extent do teachers use ICT tools for administrative and record keeping purposes?


The data gathered while seeking actuals will be compared to that gathered from seeking

optimals for establishing the specific needs of the target group.


Information will be gleaned from teachers, who will indicate their levels of ICT training.

Senior Qualified Assistant Teachers and the principal, who are responsible for checking lesson

plans and monitoring lessons, will also provide information.


Information will be gathered through interviews with teachers and class supervisors, and

from teachers’ performance appraisal records and lesson plans.


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Data gathered will provide information which will determine specifically what the

content of the intervention will be in order to bridge the gap between what currently obtains and

what needs to be.

FEELINGS


In establishing feelings, teachers’ philosophy of teaching and learning in general, and

specifically the use of technology will be examined. Questions asked would include:

What do teachers believe are: (a) their roles in the classroom and (b) the roles of their students?

How do teachers view the use of technology in the classroom?

Are teachers comfortable with technological devices?

How confident are teachers in planning and executing ICT enabled lessons?

How competent are teachers in planning and executing ICT enabled lessons?


The determination of teachers’ feelings concerning ICT integration and their philosophy

of teaching and learning will essentially go to the root of the issue. This information is crucial in

deciding to what extent the problem which exists relates more to skills and knowledge or

attitudes.


Information regarding feelings will be drawn from the principal and teachers in the target

audience.


The information will be gathered through interviews, informal discussions and

observation.

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This, along with information gathered regarding teachers’ competence will give valuable

insight into the specific needs of the group. If teachers’ attitudes are negative, or if they lack

confidence in the use of technology, then the intervention must necessarily address these

concerns in a targeted manner.

CAUSES


In seeking causes, the key question that needs to be asked is:

Why are teachers not integrating ICT’s in their classrooms?

What accounts for the apparent reluctance among teachers to integrate ICT in the classroom?


Understanding the reasons why teachers do not integrate technology in the classroom will

assist the designer in tailoring the content of the intervention to suit the particular needs of the

learners.


Teachers and administrators have the answers that are being sought concerning the causes

of the problem.


Interviews and survey questionnaires will be used as tools for determining causes.


The information will inform the nature of intervention. If, for instance, the reasons relate

to lack the inability to manipulate tools, then the intervention will focus mainly on getting

teachers comfortable with using technological devices. If, on the other hand, the reasons relate to

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deficiencies in planning and delivering ICT integrated lessons, then the intervention will focus

on pedagogy.

SOLUTIONS


Solutions to the problem will answer the question:

What intervention is needed in helping teachers to effectively integrate the ICT tools at their

disposal into their lesson planning and delivery on a consistent basis?

What can or should be done to address teachers’ reluctance to integrate ICT in the classroom?


The response to the question asked essentially provides the solution to the ongoing

problem which exists at the school.


Teachers, school administrators and supervisors and experts who are trained in ICT

integration across the curriculum have the information that is needed for the solution.


Interviews will be conducted.


This information will be crucial in determining how the problem will be solved and will

form the basis for designing the intervention strategies.

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Criteria for Task Selection Worksheet

Criticality

40 pts

Universality

10 pts

Frequency

10 pts

Standardization

10 pts

Difficulty

30 pts

Total

100 pts

Notes Priority

TASKS #1 #2 #3 #4 #5 #6 #7 #8Completion of personal summaries detailing personal levels of competence in ICT integration

30 7 5 7 20 69 Having information the current levels of participants’ skills is critical in charting the way forward.

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Exploration of factors which act as barriers to ICT integration

30 7 7 6 20 70 Awareness of barriers to ICT integration contextualizes the issue at hand and helps to define the current situation.

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Planning ICT-enabled lessons 40 8 6 8 25 87 A necessary skill, since ICT-enabled lessons required specialized planning.

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Setting up a multimedia projector and computer for classroom presentations

25 6 6 5 20 62 This is an important skill for participants to possess, since it determines participants’ levels of comfort in using them in the classroom.

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Creation of a PowerPoint presentation 35 7 8 7 25 82 These are basic lesson presentation tools and skills needed in ICT use.

2

Participation in professional community for the promotion and support of ICT integration efforts

30 8 7 6 20 71 Collaboration and teamwork are crucial to the process, since it

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Appendix B: Task Selection Worksheet

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provides opportunities for technical and moral support.

Selection and evaluation of educational software and online resources

35 8 7 8 20 78 This is important for determining relevance of ICT materials and resources

3

Reflection on professional development experience

30 7 6 6 25 74 Reflection is an essential component of adult learning, and is especially relevant here for evaluating the effectiveness of the training exercise

4

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Appendix C: Procedural Analysis

Overall Goal: Reviewing and Evaluating Educational Software

1. Decide what are the subject needs and parameters

1.1 Discuss with stakeholders

1.2 Identify subject area

1.3 Determine the content area

1.4 Outline curricular goals and objectives

2. Identify learner needs and context

2.1 Conduct an analysis of learners’ needs, interests, learning styles and levels of

performance in the specific subject area

3. Decide on evaluation criteria based on subject and learner analyses

4. Create evaluation instrument

4.1 Test with teachers and/or other stakeholders

5. Conduct searches for suitable software

5.1 Review existing reviews, evaluations, ratings

6. Apply evaluation instrument to software

6.1 Conduct a field-test of software on sample student population

7. Gather post-use feedback from teachers

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Appendix D: Prerequisite Analysis – Reviewing and evaluating software for classroom use

IDENTIFY the subject needs/parameters

ASSESS the specific needs of learners

CREATE an evaluation instrument

DECIDE on evaluation criteria

SEARCH for suitable softwareSELECT software based on needs

REVIEW software

EVALUATE software

IMPLEMENT within the instructional environment

TAILOR activities to learners’ needs

DETERMINE needs

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Appendix E: Contextual Analysis Worksheet

Directions: Identify relevant factors in categories (only where and when appropriate) and indicate the effect they will have by circling appropriate number.

-2 Greatly impedes-1 Slightly impedes

+1 Slightly facilitates+2 Greatly facilitates

Orienting ContextLearner Factors

Learner Profile: Adult learners who are self-directed, purposeful and autonomous. Learners

possess prior pedagogical knowledge and experience +2

Goal Setting: Learners are capable of setting personal goals and work best at goal-oriented

Tasks +2

Perceived Utility: Do learners consider ICT integration training useful? How motivated are they

to learn the material? +2

Immediate Environment Factors

Social support: To what extent is technical and pedagogical support available in

supporting integrating efforts? -1

Organizational Factors

Incentives: What incentives (promotion, stipend, recognition, etc.) are offered for participation in

the workshops? +1

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Learning culture: What is the current learning culture of the institution? Are there learning support

groups and collaborative teams? +1

Instructional ContextLearner Factors

Learner role perception: What do learners perceive are their roles in the teaching?

and learning environment? Are they willing to adjust these perceptions? -2

Learner task perception: What degree of importance do learners place on learning tasks? -2


Sensory conditions: Is the learning space conducive to teaching and learning? Are the

material resources suitable and sufficient? -1

Instructor role perception; schedules: Is there compatibility between learners’ and instructors’

perceived roles? Is the time allotted for learning activities sufficient? -1


Learning supports: Are collaboration and teamwork actively encouraged and rewarded? -1

Teaching supports: Are instructors provided with the resources needed for efficient

instructional delivery? Are there opportunities for follow-up sessions? +2

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Transfer ContextLearner Factors

Utility perceptions: Will learners motivated to apply knowledge and skills to daily practice? +2

Perceived resources: Are learners aware of the available resources? Do they believe that

they can access additional resources as needed? +1

Transfer coping strategy: How will learners be supported in applying knowledge and skills? How will those who appear to

lag be addressed? -2


Transfer opportunities: Will learners have opportunities to practice? +2

Social support: Are there face-to-face and online support groups? +1


Transfer culture: To what extent will learners be allowed and encouraged to support each other

and collaborate within the school’s teaching and learning environment? +2

Incentives: What incentives will be given for integration efforts? -1

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Appendix F: Instructional Strategies and Lesson

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Graphic Organizer

EVALUATION CRITERIA

Content

Navigability

Support

ActivitiesLearning Outcomes/Objectiv

es

Design/Layout

Cost

Substance

Accuracy

Suitability

Ease of use

Suitable headings

Easily installed

Technical help

Pedagogical help

Clear installation requirements

Age appropriate

Engaging

Varied

Authority

Clearly stated

Align with curriculum goals

Learner specific

Well organized

Readable and attractive

Suitable sub-headingsInitial, renewal, upgrading

costsQualifications statedReputable experts

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Appendix G: Assessment

Objective: Upon completion of the series of workshops, teachers will successfully apply principles and skills of ICT integration in

planning and delivering ICT-enabled lessons.

Pedagogical Skills/Tasks

Beginning (1 point)

Developing (2 points)

Accomplished (3 points)

Distinguished (4 points)

Reflecting on the use of technology in education

Participant is uncertain of the role of ICT in education, and does not feel competent and confident in its use. Participant acknowledges that training in ICT integration is justified.

Participant is vaguely aware that ICT can be used in enhancing student learning and is ready to explore its use. Participant researches and makes observations relative to how students use technology in learning.

Participant is aware of the role of ICT in education.Participant reflects on and researches the best methods of ICT integration in the classroom and how best practices in the field can inform personal classroom practice.

Participant is fully cognizant of the role of ICT in education.Participant reflects on, researches and shares findings on best practices in ICT integration with peers.

Using and evaluating educational software and online material for lesson enhancement and student learning

Participant does not use educational software and websites as part of classroom instruction.Participant does not possess the skills needed for software evaluation.Participant uses basic ICT applications such as the word processor for lesson preparation.

Participant occasionally uses some educational software as supplemental material in the classroom.Participant engages in limited software evaluation.Participant uses websites only for researching lesson content.

Participant frequently uses educational software for the provision of drill and practice, research, simulations and tutorials.Participant engages in evaluation of software.

Participant effectively uses software to enhance, enrich and promote student learning.Participant uses well researched and documented criteria in the evaluation of software and websites.Participant adopts software where necessary for classroom use.

Using ICT tools and devices for classroom instruction

Participant is incapable of using technological tools and devices for lesson delivery.Participant recognizes the

Participant uses some tools, such as the word processor and presentation tools.Participant is keenly aware of

Participant uses a range of tools and devices to enhance learning.Participant is constantly

Participant is able to use various technological tools and devices to enrich and enhance learning.

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need for training. the need for training and support.

researching ways in which he/she can extend their use.

Participant extends device use to record keeping and routine administrative duties.

Assessing student learning with ICT

Participant assesses students using mainly summative and objective written tests. Participant is aware that ICT can be used to assess student achievement.

Participant gathers artifacts of student learning (such as word-processed documents, graphics, and presentations) to show student achievement in student portfolios and parent conferences.

Participant uses a wide range of technological assessment tools and strategies to evaluate student products and performances. Participant consistently uses technological representations of student learning in portfolios and parent conferences.

Participant uses technology to conduct students’ assessment of and for learning. Participant uses creative means of engaging the technology in student assessment and communicates these to all relevant stakeholders, including students.

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APPLICATION ASSESSMENT ITEMS (Multiple Choice)

Objective: Effectively incorporate various ICT tools/devices in planning at least three lessons in

various disciplines.

Item 1: At what stage of Welliver’s Instructional Transformational Model is technology an

invisible tool that is seamlessly intertwined into the teaching and learning process?

A. Utilization

B. Integration

C. Reorientation

D. Revolution

Objective: Set up a multimedia projector and computer with no less than ninety percent (90%)

accuracy, for lesson presentation.

Item 2: Which of the following represents the correct order for ensuring that a computer

correctly detects a projector when preparing for a multimedia presentation?

1. Turn on the computer.2. Ensure that the display properties on Microsoft Windows are compatible

with your projector.3. Ensure that all active switches are in the on position.4. Turn on the projector.5. Check that all cables are correctly connected and switches are set so that

the computer connects to the projector.A. 1, 4, 2, 3, 5

B. 4, 5, 1, 2, 3

C. 4, 3, 5, 1, 2

D. 3, 1, 5, 2, 4

Objective: Efficiently create a PowerPoint presentation of no fewer than ten slides.

Item 3: Which of the following PowerPoint view is BEST for adding slide transitions?

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A. Slide sorter view

B. Normal view

C. Slide show view

D. Notes view

Objective: When prompted, confidently communicate their opinions and thoughts on the value

of ICT integration across the school’s curriculum, and the barriers which exist in the institution

with their peers.

Item 4: Which of the following represents an example of a second order barrier to ICT

integration?

A. Insufficient time for teachers to plan ICT lessons.

B. Teachers’ belief that ICT does not enhance learning.

C. Lack of access to ICT tools.

D. Limited technical and administrative support.

Objective: Apply at least nine of ten criteria/categories in evaluating selected educational

software and websites.

Item 5: Mrs. Dopwell is evaluating educational software for her Grade Six class. Which of these

questions should she ask when considering the “ease of use” criteria?

A. Are there renewal costs?

B. How challenging is the material?

C. Is technical support readily available?

D. Is the content current and up-to-date

Documents

dcferdinand.weebly.comdcferdinand.weebly.com/uploads/4/6/1/...edid65051.docx · Web viewMini Project. by. Donnette Ferdinand. Student ID: 308003507. A Paper Presented in Partial