Technology Evaluation Plan

CET 720 Evaluating Technology Outcomes Instructor Mark Hawkes

Submitted by Katherine Engst Randall Fisher Christy Randall Laura Snow 2

Evaluation Plan Submitted by Katherine Engst, Randall Fisher, Christy Randall and Laura Snow 3

Evaluation Purpose: The purpose of the evaluation plan for the technology program in the Stanley Co. School District is to determine what technology needs can be met in the most cost effective way. We will prioritize the most urgent needs in the school district and develop a plan for improvement. Some of the ways that we will do this is by narrowing it down to specific areas such as: Using methods to improve teacher training and incorporate more technology in the curriculum, analyze the current classrooms and implement more technology equipment as needed for students benefit, and focus on continual improvement in the use of technology in the school district to stay competitive in today's technology oriented society.

Evaluation Audience: There are many groups and individuals that are interested in the outcome of this evaluation. These interested individuals are known as stakeholders. The stakeholders listed below will be involved with the evaluation process and will be provided with the information and results in order to make decisions that will improve the technology and its curriculum throughout the school district. The stakeholders of the Stanley County school district are as follows:

Primary Stakeholders: What do they want from an evaluation?

Teachers To have the skills and training to implement technology in the classroom. Administration / Want to analyze to make sure what is used with the School Board Members technology is cost effective and useful. Technology Coordinator Wants to make sure there is adequate equipment and that the proper training is implemented to use the equipment. Students within the To get as much hands on training as possible to be system productive in today’s society Parents of students To have an understanding that technology is utilized within the school so that their children are trained with technology skills system to make them competitive in today’s world.

Secondary Stakeholders: What do they want from an evaluation? Community Members To know that technology is being taught to improve the skills of everyone possible in the community. Business Owners To utilize more technology into the skills of students for future job opportunities. Department of To know that the school district provides a quality Education education in the area of technology. Future parents and To know that the school district provides a quality

Evaluation Plan Submitted by Katherine Engst, Randall Fisher, Christy Randall and Laura Snow 4 students education in the area of technology.

Location: Stanley County School District is located in the town of Fort Pierre, Stanley County, in South Dakota. It is a largely rural area with many farm/ranch families. There are three rural elementary schools (grades K-8) in the district that provide educational opportunities for families who live in the more rural areas of the county. There are 4 buildings that make up the ‘in-town’ campus of Stanley County: the Elementary building houses grades K-3, Superintendent and business office, lunch room; Parkview includes grades 3-5, band/choir/music, elementary principal office and secretary; physical education; HS/MS building has classrooms for grades 6-12 and the secondary principal/secretary offices; the Tech Building has the woods and metals shop along with computer modules for the tech class. Stanley County School District is one of the very few schools left in the state that maintains its rural schools for patrons who live 30- 50+miles from Fort Pierre. The district also does not run a public busing system for students.

The town of Fort Pierre has about 1600 residents. The economy is primarily agricultural and most residents who live in Fort Pierre work in city/county or school jobs. Some residents cross the Missouri River and are employed in Pierre in various capacities. Fort Pierre has a very strong commitment to maintaining its own identity and does not like being compared to Pierre in any respect.

Students: There are 494 students enrolled in school, grades K-12, at Stanley County. The minority population of the District is 12% Native American for grades 6th-12th and 15% Native American for grades K-5th. The district provides early childhood services for children prior to kindergarten who show need. There is an AM and PM kindergarten class and two sections (classes) of each grade, 1-5, in town. The Middle School and High School share staff so students are exposed to many teachers who may teach them from 6th-12th grade.

The detriment to shared staff in the 6-12 level is that the district is not able to offer as many classes for students throughout the high school career and scheduling is very difficult. Students do have elective options however, as well as the required classes, including math (Algebra through pre-calculus), sciences (physical through chemistry), English courses, social sciences (history, government, current affairs, sociology, psychology), family and consumer sciences (foods, finance, housing, career planning, relationships, life after HS), technical education (woods, metals, A+, multimedia, web page), physical education, languages (2 years of Spanish and 1 year of German), and fine arts (choir, band, music appreciation, theatre, yearbook, newspaper, photography). Students can elect to take classes at Riggs HS in Pierre if a class is not available at SC. The cost for such classes is paid for by the student and not Stanley County School District.

Stanley County requires a computer literacy course for graduation from high school. The elementary classes have computers twice each week for 30 minutes each. The middle school students all take a required computer class each year.

Stanley County High School does not have a large percentage of successful college graduates. Many of the students enter higher education but do not last through the first year and return to the area and enter the work force. There are a number of students who do graduate from high school and choose to directly enter the work force or enter the military. Those students who successfully pursue higher education can be found studying pre-pharmacy, education, business, and technical fields in some of our many colleges and universities throughout South Dakota.

Technology Infrastructure:

There are 7 separate buildings within the Stanley County School District Campus. A detailed chart of the device infrastructure and software available within each building can be found in Appendix A.

Peripherals: There are 23 digital cameras and 20 scanners in the district. Most of these are located in the individual teacher classrooms and were generally purchased by teachers with TTL money. Others are available in the library. There are several LCD projectors and they are currently located in the modular tech lab, science classes, computer classrooms and some music classes.

Network: The SC school’s Ethernet LAN is pictured below. The diagram shows an overview of the current network with fiber between the buildings in the Fort Pierre campus and CAT5 connections between the wiring closets within each building. Active Directory is run on two Windows 2003 servers in the CommRoom (Pit) in the MS/HS building and there are also servers for the library, LifeMod, TechMod, and an AS-400 system 36 business office server. Many applications (Symantec Client, QuickTime, Acrobat, Shockwave, Flash, Spectrum Patron Catalog, Office, and Renaissance Learning) are assigned through Group Policy. All of the district computers, with the exception of the AS-400 server, have internet connectability. Two of the rural schools have ADSL and the other rural school has POTS.

Portable Computers: The 3rd grade classes have the 30 laptops on carts that were received from grant money. There is wireless for these laptops but it isn’t enough bandwidth (802.11b) for students to be able to simultaneously run the required application (Renaissance Learning) off the server.

Technology Coordination: There is one technology coordinator employed by the school district. She is responsible for all maintenance, upgrades, updates, curriculum ideas for content areas, network, security, and website development/updates. The district carries software support contracts for Winnebago Spectrum library software, Accelerated Reader, Accelerated Math, and the BosaNova accounting software.

Professional Development: The district had 49 teachers and 3 administrators attend TTL, 1 teacher attend Advanced TTL, and 4 teachers attend DTL. Some of the teachers and administrators have left the district and more of them are leaving this year. The teachers need time to work and learn together to create technology-enhanced units. Today all the emphasis is placed on curriculum mapping, preparing for the North Central Accreditation process, and No Child Left Behind.

Guiding Evaluation Questions:

1. Is the technology being used in the classroom adhering to the content standards? If so, which standards, state, national, or both? 2. Do the teachers have adequate professional training to keep up with the changing technology? If so, do the teachers take advantage of these trainings? Do these trainings help teach instructors how to integrate technology into their curriculum? 3. Is there technology readily available to the classroom instructors to use in their classrooms? 4. What percentages of time do teachers use the technology available to them for instruction? 5. Does the Stanley County technology team meet on a regular basis to go over the action plan and make sure the objectives of the plan are being covered and in a timely manner according to the plan? 6. Are there visible changes in students learning by the use of technology in the classrooms? 7. What percentage of the software and hardware that is purchased for the classroom instructors is made in an unbiased way that supports learner’s needs?

Description of the Evaluation Approach:

The Stanley County school district’s evaluation will be both formative and summative evaluations will be an internal process to provide information and data to determine any problems or weaknesses within the school district in the area of technology and how it affects student learning. The collected data will be the result of various tools used and implemented to help the district determine any changes or improvements needed in order to enhance student learning and school operations. The evaluation process is described below. Formative Evaluation: Gathering data from faculty and students to provide feedback on the following: 1. How technology is being used to enhance curriculum. 2. Current equipment infrastructure and software. 3. Faculty training needs in regards to teaching methods, hardware, and software.

A summative evaluation will be conducted after analysis of the data collection process to determine what decisions will be made to improve the school district’s technology. By analyzing data and making decisions on improvements within the Stanley school district’s area of technology, we hope to implement a technology plan that provides the students a quality education rich in technology and that will better prepare the students for their futures beyond their K-12 education.

Organizational Matrix:

The matrix listed below describes the framework required to complete the evaluation. The guiding evaluation questions are listed. These questions were formulated to address the primary interests in technology evaluation within the district. Information that will be needed in order to answer the evaluation questions is a vital part of the data. The evaluation team needs to find answers to the questions and in order to do that will need to gather information on how to collect and analyze that data.

The data collection and analysis methods of the matrix will provide the information on how the data will actually be gathered in order to assist the evaluation team in answering the questions. The various data collection methods will include surveys, lists, interviews, test scores, attendance and discipline referrals. The analysis methods will provide information in greater detail about what techniques will be put in place in order to allow the evaluation team to audit the process.

EVALUATION INFORMATION DATA COLLECTION DATA ANALYSIS QUESTIONS NEEDED TO METHODS METHODS ANSWER THE QUESTION 1. Is the Need to know what State and National Technology Weekly log for tracking technology being technology the Standards can be obtained technology use in the used in the teachers are using in from the SD Department of classrooms. classroom adhering the classroom. Education and from the ISTE to the content website. (http://doe.sd.gov Check sheet for standards? If so, Need to have a list of and tracking what which standards- the South Dakota http://cnets.iste.org/students/s Technology Standards state, national, or Technology Content _stands.html). are being used in the both? Standards and the classrooms. National Technology A survey could be conducted Content Standards. among teachers to determine what technology is being used. Teachers would need to list what technological applications, activities, etc. they use in their classrooms.

EVALUATION INFORMATION DATA COLLECTION DATA ANALYSIS QUESTIONS NEEDED TO METHODS METHODS ANSWER THE QUESTION 2. Do the teachers Need a list of annual Lists of technology Inventory to determine have adequate professional professional development the number of teachers professional development opportunities given to participating in training to keep up opportunities, both teachers- they would mark technology PD. with the changing those provided by areas of interest and if they technology? If so, Stanley County as would attend or not attend. Teacher survey to do the teachers staff in-service and determine the level of take advantage of those available to A survey given to teachers integration comfort of these trainings? staff outside of upon completion of technology learned technology Do these trainings school time. PD activities. after completion of help teach technology PD instructors how to A list of PD activities. integrate opportunities technology into available that Attendance (taken) at their curriculum? encompass professional technology themes. development trainings in technology to determine the number of teachers present. 3. Is there What each teacher Teacher survey & Tech plan Categorize the technology readily uses; teachers' Student survey of computer responses. available to the judgments of use Interviews classroom equipment available Course evaluation forms Record responses. instructors to use in and/or needed for Teacher checklist regarding their classroom? instructional use. hardware/software available to them. 4. What Various assessments Teacher survey Plotted Chart percentage of time of technology used Student survey of computer do teachers use the by students and for usage. Record responses technology instructional use. Interviews available to them Course evaluation forms Frequency table for instruction? 5. Does the Information from Teacher/staff survey Teacher Teacher survey at the Stanley County technology team to checklist of technology end of each academic technology team address. available to them. year to ask staff to meet on a regular identify the needs for basis to go over the technology action plan and improvements. The make sure the survey will ask if objectives of the software and hardware plan are being are sufficient to meet covered in a timely the teacher needs. All manner according survey data will be to the plan? complied so that no individual data will be shown.

EVALUATION INFORMATION DATA COLLECTION DATA ANALYSIS QUESTIONS NEEDED TO METHODS METHODS ANSWER THE QUESTION 6. Are there visible Technology Teacher survey Teacher survey will be changes in (hardware and main means to identify students learning software) available to Standardized test scores student's use of by the use of teachers. technology. technology in the classrooms? Ways teachers can Results on show evidence of Standardized test student learning. scores involving technology drive learning events. 7. What Need to how the Survey of technology usage Check sheet of percentage of the decision is made to within the classrooms. technology usage. software and determine the hardware that is technology Student assessment tests or Student scores purchased for the purchases. inventories. comparison from one classroom year to the next. instructors is made Need to know how in an unbiased the student’s needs way that supports are accessed. learner’s needs?

Hardware Audit:

The vision for the role of technology in education at Stanley County includes:  Equitable access to technology for all staff and students  Provide basic technological competencies as well as advanced, hands-on learning leading to an attainment of a comfort level in the use of technology by all staff and students  Achievement of efficiencies through technology use by administration, faculty, support staff, parents, and students  The use of technology as a tool for achievement of educational standards  Utilization of adaptive technologies to maximize the potential of special needs students  The ability to reach beyond District boundaries for information  Teachers guiding students in utilizing technology in order to explore areas of specific interest  Enhanced communication within the District, outside of the District, with experts, via email, list serves  Ongoing planning to ensure the technology is current

The goals for the technology plan at Stanley County were derived from the vision areas listed above and combined into 6 main areas. Within those 6 general goals, goal #5 states: Continuous ongoing planning in order to maintain currency in this world where technology constantly changes and advances. Objectives for this goal are listed as follows:  Hardware is scheduled for replacement  Hardware required to fulfill technology curriculum  The Technology Committee will maintain currency and regularly assess, reassess, and update the technology plan.

It is for this area that the hardware audit is being conducted. In order to maintain a current level of technology, a complete list of hardware that is in place needs to be provided. With this list the technology committee will be able to more effectively evaluate the level of the District’s hardware and if it is able to meet the needs of the curriculum. There are currently no specific standards in place for hardware in the District.

Appendix B includes checklists and surveys that will be used to assess the hardware components in each of the rooms within the Stanley County School District campus. Teachers in each classroom, as well as support staff, will complete the form in order to accurately determine what hardware is currently in place throughout the District.

Appendix C is a complete listing of what devices should be in place within the Stanley County School District (computing standards) in order to meet the learning goal of maintaining a current array of hardware for student and staff use.

Software Evaluation:

A software evaluation procedure will be developed to aid teachers in choosing appropriate software for the curriculum. The main focus of this selection procedure will be to make sure that it meets the objectives set forth in the district technology plan. It is important that there is up to date technology accessible to everyone in order to enhance learning. When choosing the software it will be important to link instructional activities to the learning outcomes. Once software is potentially going to be purchased, an evaluation must be done to preview the program. Also, an evaluation form which is provided in Appendix D, should accompany the software being previewed and potentially purchased. Once this is done, the technology committee will decide collectivity if that particular software will enhance student learning based on the curriculum objectives and the committee will then either purchase the software or deny the request.

Web-Site Evaluation:

The use of various methods of finding information for students to use for their home work has been expanded by using the Internet as an alternative resource. The following web site evaluation form will be used by the Stanley County School district in determining if the web sites used are useful and are of the quality that will benefit the students and faculty. Many sites are not safe or may not have credible authors and it is our duty to help streamline these web-sites to help the students use web-sites that are safe and useful. The Web Page Evaluation Check Sheet can be found in Appendix E.

APPENDIX A: Device and Software Infastructure

Middle/High School building

Computers Location / Quantity (processor, M/Ghz, RAM, GB, monitor, NIC, Room OS) MS/HS Lab 1 28 E-4100 (P4 processor, 2.8M/Ghz, 496 RAM, 40GB, 17” monitors, IntelPro NIC, XP)

MS/HS Lab 2 26 E-3400 (P3 processor,1.0M/Ghz, 128 RAM, 20 GB, zip drives w/ 250MB, 17” monitors, 3Com NIC, XP)

Life Sciences 17 E-4000 (P4 processor, 1.8M/Ghz, 512 RAM, 60 Lab GB, IntelPro NIC)

Cisco-Smart 9 E-3400 (P3 processor, 1.0 M/Ghz, 128 RAM, 20 Lab GB, CD-RW drives, zip drives w/ 250MB, 17” monitors, 3Com NIC, XP)

Library 6 E-1600

Elementary building

Computers Location / Quantity (processor, M/Ghz, RAM, GB, monitor, NIC, Room OS) Lab 25 E-1600 (Celeron Processor, 900 M/Ghz, 128 RAM, 10 GB, 250MG zip drive, 15” monitors, Intel NIC, -98SE)

Title Lab 9 E-3200/E-4100 with P2 or P4 processors

3rd grade 30 Portable wireless laptops and carts: There isn’t classes enough bandwidth (802.11b) for students to be able to simultaneously run the required application (Renaissance Learning) off the server.

Parkview building

Computers Location / Quantity (processor, M/Ghz, RAM, GB, monitor, NIC, Room OS) Student Lab 26 E-1600_01-08, Celeron processor, 900 M/Ghz, 128 RAM, 10 GB, 250 MB zip drive, 15” monitor, Intel NIC, 98SE)

Mobile Laptop 30 (400VTX, Celeron processor, 2.0 M/Ghz, 256 Lab RAM, 30 GB, DVD drive, IntelPro-Orinoco Wireless-GTW Modem, XP)

Tech Ed/Shop building

Computers Location / Quantity (processor, M/Ghz, RAM, GB, monitor, NIC, Room OS) Tech Ed Lab 18 E-3600 (P4 processor, 1.8 M/Ghz, 512 RAM, 40 GB, DVD drive, IntelPro NIC, 98SE)

Rural Schools

Computers Location / Quantity (processor, M/Ghz, RAM, GB, monitor, NIC, Room OS) Hayes 11 Misc. computers

Cheyenne 11 Misc. computers

SOFTWARE

The basic Microsoft Office systems are on all the lab computers plus any additional software requested or required by teachers.

Primary Level Upper Elementary Level Middle / High School Level IntelliKeys IntelliKeys IntelliKeys Kurszwell Kurzwell Kurszwell Reader Rabbit Encarta Adobe PageMaker KidPix Deluxe Kidspiration Publisher Read, Write, and Type Accounting Software Ultimate Writing/Creative Language Arts Pass Revising with Style Ctr Mavis Beacon Sentence Diagramming James Discovers Math Slam Dunk Typing Sierra Print Artist Green Eggs and Ham Type to Learn SynchonEyes Instant Readers Choices Hooked on School Phonics Express Interactive Reading Wkbk Success Success Revising with Style Virtual Labs Children’s Writing & Sierra Print Artist Electricity software Publishing Center Hooked on School Music software School House Rock Success Accelerated Math Clue Finders Mathmunchers Accelerated Reader Performance Math Star Math Grammar Rock Star Reading Science Rock Perfect Copy Super Solvers Gizmos & Oregon Trail Gadgets Grade Adventures Oregon Trail

APPENDIX B Computer Hardware Inventory

Please complete this form to the best of your ability in regard to what is currently in place in each of your rooms. Place a check mark or ‘X’ in the blank if you have what is listed and also list the make/model as applicable. Please also list the number of each item that you have in your room.

Item # in room Make/Model Teacher (main) computer

Student computer(s)

Mouse/Mice

Headset(s)

Printer(s)

Scanner(s)

LCD Projector(s)

DDN/V-Tel

Digital Camera(s)

Other hardware

Please complete the following information for the computers in your room:

# of same Processor Monitor Network RAM External Megabytes Operating Other type of size Card Drives System computers

Network Administrator:

Please complete the checklist in regard to the network configuration at SC. (Are the listed items currently in place?- Yes or No in the blank)

Category 5 cabling ______

If Category 5 cable is present, is it plenum? ______

Switches ______

Ethernet ______

100 MB desktop speeds (LAN) ______

Routers ______

IOS version (Internet Operating System) ______

WAN connections ______

Servers ______

Wireless ______

Security patches at workstations and servers ______

Authentication Model in place ______

Up to date network diagrams (both logical and physical) ______

Firewalls or other security devices ______

Staff Survey:

Please circle the answer that best reflects your opinion in regard to the hardware currently in place, availability of resources, and tech support in our school.

Teacher workstation(s): Above Average Average Below Average Does not exist

Student computers: Above Average Average Below Average Does not exist

Network: Above Average Average Below Average Does not exist

Distance Education availability: Above Average Average Below Average Does not exist

Technology support: Above Average Average Below Average Does not exist

APPENDIX C

List of recommended hardware to be put in place in order to meet technology goals:

Computing Technology Standards

Wiring: 1. Category 5 a. Distances should support 100Mbs connectivity b. Plenum ratings should be used c. Server connection distances should support 1Gbs

Network Topology: 1. Switched Ethernet 100Mbs to the desktop 2. Switched Ethernet 1Gbps to servers

Network Security: 1. Connectivity outside of the school district (to the internet) will require a stateful packet inspection firewall

Laptop Standards: 1. Intel Pentium CPU/ 1.6GHz/ 1MB L2 cache 2. 14” standard or widescreen 3. 1GB DDR SDRAM 4. 40GB Hard Drive, 5400rpm 5. Graphics Card/chipset with 64MB non-system memory 6. DVD-ROM/ CD-RW drive 7. 2 USB 2.0 ports 8. 1 IEEE-1394 Firewire port (4 pin or 6 pin) 9. 1 PCMCIA Cardbus Slot 10.Integrated 10/100 PXE compliant Ethernet 11.Microsoft XP 12.Integrated audio with external headphone jack and volume control 13.1 VGA or DVI out port 14.7lbs maximum with primary battery 15.Primary battery, minimum 3-hour non-power-saving use 16.Wireless 802.11b/g integrated chipset or MPCI (not PCMCIA) 17.AC Power Adapter 18.Toll-Free Technical Support, 24x7 and via email 19.Manufacturer support (downloads, FAQs, etc.)

Desktop Computer Standards: 1. Processor: Pentium 4 (3.0 GHz) w/400 MHz RAM 2. RAM: 1.0GB 3. Hard Disk: 80GB 4. VRAM: 64MB 5. Sound: Sound Blaster compatible audio card and speakers 6. External Drive: CD-RW/DVD-ROM combo, optional 1.4MB floppy drive 7. Network: High-bandwidth- 10/100BaseT Ethernet; Low-bandwidth- 56 Kbps V.92 modem 8. Operating System: Windows XP Professional

Server Standards: 1. Minimum CPU: Xeon 3.6GHz with 1MB L2 cache 2. Memory minimum: 4 GB RAM, must be PC 700 or DDR2-PC3200 3. Hard Drive: 2 one-inch ultra 320, 10000 rpm, 300 GB SCSI hotplug drives 4. Network: 2 PCI-X GB network cards 5. SCSI controller: ultra 320 with a min. of 128 MB of battery-backed cache. Must support RAID 1, 5, 0 6. Power supplies must be fully redundant

Computing technology standards change every 3-6 months. It will be of the utmost importance that the technology committee evaluate and revise the technology plan at least annually. Failure to do so will result in the technology becoming outdated and the goals for technology and hardware will not be met. The network administrator should be prepared to provide a list of current recommendations for updating the standards list each year, based on research of current hardware available.

APPENDIX D Computer Software Evaluation Form

Title: ______Evaluator’s Name: ______Date: ______Subject Area: ______Grade Level: ______Program Requirements: (Memory, Operating System, CPU): ______Additional hardware or software required: ______Publisher: Publisher web site:______Vendor Name: Vendor Phone:______Vendor Address: Vendor Web site: ______Price of Program (Individual price, site license or network price?) ______Is a network demo available? Yes No What funds will be used to purchase the program?______Manuals and Support: A. User’s Manual is available/included. Yes No B. User’s Manual is easy to understand. Yes No C. User’s Help is accessible within program. Yes No D. Technical support is available online. Yes No E. Technical support by phone is available. Yes No F. Yearly support or maintenance fee is required. Yes No If yes, how much per year? ______

Describe the program’s objectives related to district curriculum, state & national standards:

Describe how this software would improve your ability to complete specific job responsibilities and/or increase student learning:

Content Are there clear educational goals? Yes No N/A Is the information accurate? Yes No N/A Are there graded steps? Yes No N/A Is there built-in review? Yes No N/A

Record of progress Can material be easily reviewed? Yes No N/A Is the current working level always Yes No N/A reported? Can progress can be checked at any Yes No N/A time? Is a progress report maintained from Yes No N/A session to session?

Presentation Navigation Is the program designed for easy Yes No N/A navigation and control? Is the interface intuitive? Yes No N/A Can the learner go back to earlier steps Yes No N/A easily? Can the learner control the order of Yes No N/A presentation? Can the learner control how long to Yes No N/A spend at each step?

Graphical Presentation Is the material easy to read? Yes No N/A Are the graphics useful? Yes No N/A Is the layout well-designed? Yes No N/A

Audio Is the sound clear? Yes No N/A Is the rate of speaking appropriate? Yes No N/A Are sound effects use appropriately? Yes No N/A

Video Is the video clear and easy to see? Yes No N/A

Technical considerations Is the program easy to install? Yes No N/A Does the program load quickly? Yes No N/A Does the program work as expected, Yes No N/A without bugs?

Value Does the program offer enough value for Yes No N/A money? How long does it take to complete all ______min. (Approx.) activities? Does the program maintain the learner's Yes No N/A interest? Is the material presented interesting? Yes No N/A Could the goals be achieved more easily Yes No N/A without a computer?

Your recommendation - Please check one. _____ This would be a valuable software purchase. I recommend we adopt it. _____ This is beneficial software, but I have some serious reservations. (Please describe problems & indicate if you want to look at other programs like this.) _____ This software will not produce the results desired and should not be adopted.

Comments:

Sources:

EMC Software Module: http://seamonkey.ed.asu.edu/emc300/software/evalform.html

Robb,Thomas. (1996). ESL Software Evaluation Form: http://www.kyoto- su.ac.jp/information/tesl-ej/ej06/mr2/mr2app1.html

http://waynesville.k12.mo.us/Media/forms/software%20eval%20form.pdf

APPENDIX E Web Page Evaluation Check Sheet

5=Strongly 2=Strongly 1=No CHOICES 4=Agree 3=Disagree Agree Disagree

Name Of Website: Address of Website: Name of Reviewer: DATE:

5 4 3 2 1 CONTENT: THIS SITE: is free of racial, gender or other biases has useful information has purpose and good content Links to other good sources and references

5 4 3 2 1 Authenticity/Credibility: THIS SITE: has contact information has reliable information has information is updated on a timely basis lists all sources and resources

5 4 3 2 1 Navigation: THIS SITE: loads quickly is easy to navigate has information that is easy to find has links that all work has graphics that download quickly

5 4 3 2 1 Format: THIS SITE: has essential information appearing on the first screen has good use of colors and is aesthetically appealing is appealing to the age for which it was designed is interactive with the visitor tells when last updated

Rating of Site

Very Good 80 – 90

Excellent 60 – 79

Good 40 – 59

Questionable 20 – 39

Poor 19 and Below

Sources:

Evaluation Rubrics for WebSites: http://www.siec.k12.in.us/west/online/eval.htm Chen, L. & Brown, R. (2000). Web Site Evaluation rubrics for K-12 Educators: An On-line Literature Review

Evaluation Plan Submitted by Katherine Engst, Randall Fisher, Christy Randall and Laura Snow