Web 2.0 Tool Selection Criteria
This is an interesting proforma from Sloan ConsortiumThere is enormous potential for Web 2.0 technologies. In fact, the appropriate use of the right Web 2.0 tool can ensure better access, strengthen interactions, increase learning, and improve satisfaction (all in a generally cost-effective manner!). However, once you've chosen a particular class of Web 2.0 technology (i.e. content creation tools, communication tools, social networking tools...) making a selection from among several seemingly similar Web 2.0 tools in that class can often be challenging and time-consuming. That's why a checklist is useful. Web 2.0 Technology Selection Criteria Evaluate your possible tool choices using these criteria to eliminate poor choices quickly. Criteria 1: Access Is the tool accessible by Windows and Mac users? Is the tool / product of tool viewable in a variety of web browsers? Does the tool work well for those with dial-up connections? Does the tool provide options that support ADA compliance?
Student Assessment - National Center for Case Study Teaching in Science (NCCSTS)
Evaluating Case Discussion Business school case teachers do it all the time. It’s not uncommon for them to base the final course grade on 50% class participation. Most of our discomfort comes from the subjective nature of the act, something that we scientists work hard to avoid in our work-a-day world. But let’s take a look at how the business school people evaluate case discussion. I especially like mathematician/philosopher Blaise Pascal's view of evaluation: “We first distinguish grapes from among fruits, then Muscat grapes, then those from Condrieu, then from Desargues, then the particular graft. Assignments The simplest solution to case work evaluation is to forget classroom participation and grade everything on the basis of familiar criteria, say papers or presentations. Exams You can give any sort of exam in a case-based course, including multiple-choice, but doesn’t it make more sense to have at least part of the exam a case? Peer Evaluation Most students are reasonable.
Checklist for Evaluating Tech Tools, Apps, Software, and Hardware | TechPudding
I have been searching high and low for an efficient, easy-to-understand list of criteria for evaluating hardware, software, tools, and everything in between. Most online articles that I found focus on selling things, or are incredibly vague or incomplete so I decided to do some brainstorming based on what I have found in my own practice speaking to students, teachers, specialists, and researching online. Here’s what I came up with. TechPudding’s checklist for evaluating technology: Always put learning first. Does it follow universal design for learning (UDL) principles? What are your criteria for evaluating technology, applications, software, tools, or hardware for the purposes of learning and teaching? (Image: Bloom’s Digital Taxonomy Concept Map from Educational-Origami and Andrew Chruches. Like this: Like Loading...
Developing Evaluation Criteria for EdTech Tools – Prof. Vlad-Ortiz bPortfolio
Digital tools in the classroom is an asset to learning. According to the U.S. Department of Education, technology in the classroom ushers in a new wave of teaching and learning that can enhance productivity, accelerate learning, increase student engagement and motivation, as well as, build 21st century skills, (U.S. Department of Education, n.d.). Enlisting the help of a technology coach who can systematically break down the selection process to ensure that the most appropriate tools are used is part of the solution. Tanner Higgin of Common Sense Education understands the barrage of ed tech tools and the need for reliable tech resources, which is why he published an article describing what makes a good edtech tool great. Continuing the search for technology tool evaluation criteria led me to several education leaders who share their process through various blog posts and articles. Support and usability was among the top safety concerns for evaluating these tools. Resources ISTE, 2017.
Checklist for Evaluating Web Resources | USM Libraries | University of Southern Maine
Is the Web a good research tool? This question is dependent on the researcher's objective. As in traditional print resources one must use a method of critical analysis to determine its value. Here is a checklist for evaluating web resources to help in that determination. Authority: Is the information reliable? Check the author's credentials and affiliation. Does the resource have a reputable organization or expert behind it? Are the sources of information stated? Can the author be contacted for clarification? Check for organizational or author biases. Scope: Is the material at this site useful, unique, accurate or is it derivative, repetitious, or doubtful? Is the information available in other formats? Is the purpose of the resource clearly stated? What items are included in the resource? Is the information factual or opinion? Does the site contain original information or simply links? How frequently is the resource updated? Does the site have clear and obvious pointers to new content? Other Tips:
Reading Informational Texts Using the 3-2-1 Strategy
Home › Classroom Resources › Lesson Plans Lesson Plan Student Objectives Session 1 Session 2 Session 3 Extensions Student Assessment/Reflections Students will demonstrate comprehension of an informational article read from a magazine using the 3-2-1 strategy. back to top Session 1 Session 2 Session 3 When all students have completed their 3-2-1 Strategy Charts, allow time for them to share what they learned from reading their articles with one another in small groups or as a whole class. Have students research answers to the questions they still have.Ask students to use the 3-2-1 strategy for a homework assignment or as a book report.Modify the strategy for a specific text or topic, requiring students to read for particular information. Comprehension of the informational text read may be assessed through the students’ responses on the 3-2-1 Strategy Chart using the Informational Text & 3-2-1 Strategy: Assessment Rubric. You may also have students complete the 3-2-1 Strategy: Self-Assessment Sheet.
How to use these resources
2019 New Tools
My fabulous group of EDUC 592A (Online Tools for Learning & Instruction) students in fall 2018 developed 21 new pages featuring a variety of tools to enrich teaching and learning: 2019 Tool Reviewers: Brian Ramirez (BrianRamirez.info) is a Computer Science & Education student at the University of Massachusetts Amherst. His research focuses on the development of educational software and computer science education. Previously, he has worked at Yale University as a summer instructor teaching Computer Science 247: Mobile App Development. In his free time, he works as the director of HackUMass, one of the largest student-run hackathons in the United States. Dennis Spencer, B.F.A and future grad student. is the 3D Print Services Supervisor in the W.E.B Du Bois Library Digital Media Lab at the University of Massachusetts Amherst. Jacob Bensco is pursuing a M.Ed at UMass Amherst, with the intention to teach High School History.
