Jones, A., Scanlona, E., Tosunoglu, C., Morris, E., Ross, S., Butcher, P., & Greenberg, J. (1999).

Contexts for evaluating educational software. Interacting with Computers, 11, 499-516.

In this article, the authors use the context, interactions, attitudes, and outcomes (CIAO) model to
evaluate computer-assisted learning as it relates to distance learning. Distance learning is a
growing arena in which more and more students are enrolling. Therefore, the instruction
provided in such an environment, must be of just as high a quality as classes taught in a face-toface environment. The authors used the CIAO model and found it highly effective with regards
to allowing them to find what was of most importance for CAL learning. The results of the study
found two particular areas as the most difficult: observations and learning outcomes. The
authors found that it was difficult to effectively evaluate and track the results but that it could be
done in studies that track students over time. However, the crux of educational software is that is
helpful, effective, and efficient.
I found this article difficult to read. It could have possibly been the content or simply that I was
not truly interested in topic. Whatever the case may be, I found this article difficult, and I was
not able to glean much useful information from it. I read it several times and found the results to
be the same each time. However, I am very interested in educational software and how it can,
possibly, boost student achievement.
I am interested to see where the field of educational software takes us. I currently teach online
classes at a local college and have had some, yet limited, experience with such software.
However, the software that I am most comfortable with is a powerful learning tool, but the
integrated grading tool poses several issues that need to be addressed.

Winslow, J., Dickerson, J., & Lee, C. (2013). Evaluating multimedia. Applied Technologies for
Teachers (pp. 251-264). Dubuque, IA: Kendall Hunt.

In this article, the authors provide an eight-dimension model to help teachers evaluate
multimedia tools in a quick and concise manner. The model takes in to account all aspects of the
internet source or the app. Choosing appropriate and useful tools for the classroom is a
painstaking and tedious task, but it is an absolute necessity when preparing to teach 21st century
learners. With such an abundance of information available to teachers and students through the
internet and various app stores, it is hugely beneficial to have a tool to help evaluate the
effectiveness of the chosen multimedia tool.
I loved the clear and concise language used by the authors in the article. The content and
information is in no way dumbed down but it is very easy to understand, comprehend, and
retain. The eight-dimensions provided in the article allows teachers and students alike to
quickly, easily, and effectively decide if a chosen tool meets the need(s) of their projected
learning outcome(s).
This article was a great read and will be a huge benefit as I progress in my journey as both an
educator and student. I will refer to the eight-dimensions regularly as I am constantly on the
lookout for new, powerful, and engaging multimedia learning resources.

Lee, C. & Cherner, T. S. (2015). A comprehensive evaluation rubric for assessing instructional
apps. Journal of Information Technology Education: Research, 14, 21-53. Retrieved
January 22, 2015 from http://www.jite.org/documents/Vol14/JITEV14ResearchP021053Yuan0700.pdf.
The authors of the article set out to provide a comprehensive evaluation tool to use when
considering new apps to use in the educational setting. By using previous research, the authors
were able to provide such a tool. What makes this tool so effective is that is gives teachers,
student, and the designers of the apps themselves a common ground on which to stand and
determine whether a particular app will be worthwhile. However, there are some limitations to
the use of this evaluation model. Among those limitations is the practicality of classroom
teachers actually use the tool. The authors do a great job of discussing both the limitations and
the benefits of the model.
I loved this tool and I cannot wait to put it in practice. While it may be time consuming and
demanding on the teacher, it looks to be a powerful predictor of the educational possibilities of
new apps. However, the limitation of the tool that I saw as the most powerful was the fact that
the true test of the effectiveness of an app is going to be the implementation of said app. No
matter how high the score of an app may be, the effectiveness of the app is going to depend
greatly on the implementation of the app by the classroom teacher.
I think this article does a great job of providing a framework with which to evaluate educational
apps. I will call upon the article, and the framework, several times throughout my studies. The
authors did a great job creating a powerful and comprehensive tool with which to evaluate any
app the teacher may find interesting.

Zhang, J., & Liao, B. (2015). Learning on the Fingertips: The Opportunities and Challenges of
Educational Apps. Journal Of Education And Practice, 6(20), 62-67.
The authors discuss the availability of educational apps and how they are influencing the
learning of todays students. The authors state the spare time is the best time to determine the
effectiveness of any app. Apps are now at the fingertips of any learner, providing a unique
mobility that cannot be achieved with any other educational medium. This article discusses both
the opportunities and possible challenges for learning using apps. It was the conclusion of the
authors that, even with the limitations expressed in the article, educational apps are beginning to
thrive and are creating a new way of learning.
This article had good content but was slightly disjointed in its reading. However, the authors of
the article are right on with what they present and with what they determine. Educational apps
are providing learning at the fingertips of every student with a tablet. This learning-on-the-go
type of education is quickly taking hold as more and more school districts and higher education
institutions adopt this type of learning platform.
While I understand the content and completely agree with it, I do not think this is an article I will
refer back to in the future. The reading was disjointed and the content was slightly scattered.
However, I chose to stay with this article due to personal interest.