Courseware Evaluation Form

General Information
Courseware Title: Version:

Courseware Producer:

Evaluation Submitted by: Date of Review:

Technical Support/ Contact Person:

Phone: Fax:

Web Address:

Email:

Hardware/ System Requirements

Computer Platform Processor

Upgrade Policy:

Minimum Hard Drive Space needed? Minimum RAM needed?

Additional Requirements? Please mark all that apply

Internet Access Scanner Digital Camera
Sound/Speakers Headphones
Printer Microphone
Is a network demo available?
Yes
No
Is there staff training or technical support available?
Yes
No
Single Cost Lab Pack Site Cost

Category of Courseware:
Subject area(s):

Grade Level(s):

Presentation/Demonstration
Simulation
Tutorial

Reference
Tool/Authoring
Drill & Practice

Image Editing
Word Processing
Educational Game

Creative Activity
Problem Solving
Multimedia

Database

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Describe the program’s objectives related to district curriculum, state standards.

See attached ISTE National Educational Technology Standards for Students.
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Describe how this software would improve your ability to complete

specific job responsibilities and/or increase student learning.
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Rating ……………………………………………………………………………

Strongly Agree Disagree NA

Technical & Cost Effectiveness Agree

Necessary technical documentation is included

Printed instructional manual is easy to understand
Screen directions are consistent and easy to follow
Sound is appropriate
User can navigate through program without difficulty
Help options are comprehensive and readily available
Title sequence is brief and can be bypassed
Program utilizes all the capabilities of the hardware
The cost is competitively priced
Technical support is readily available
Yearly support or maintenance fee is required

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 Courseware Evaluation Form
Strongly Agree Disagree NA
Program Content Agree

Objectives are clearly stated

Program matches interest level of audience

Instruction addresses various learning styles

Instruction addresses multiple intelligences

Instructional strategies are based on current research

Software supports existing curriculum

Information is current and accurate

Information is free of bias or stereotype

Spelling, punctuation, and grammar are correct

Can be easily integrated into classroom curriculum

Uses real-life problems and/or authentic scenarios

Strongly Agree Disagree NA

Audience Appeal & Suitability Agree
Graphics, media elements, & content are of high
quality
Graphics, media elements, & animation enhance
instruction
Learning activities that facilitate technology
integration are suggested

Contains a useful management tool for the teacher

Language is age appropriate

Text is clear and printed in type suitable for audience

Reading level is suitable for targeted audience

Examples & illustrations are suitable for audience

Required time is compatible with student attention

Program branches to remediation when appropriate

Program branches to enrichment when appropriate

User can control pace and sequence

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 Courseware Evaluation Form
Strongly Agree Disagree NA
Ease of use Agree

Title sequence is brief and can be bypassed

Easy for target audience to operate independently

Courseware is usable without reference manual

User can navigate the program without difficulty

Help options are comprehensive & readily available

Menus and other features make the program user
friendly

Bug free, program runs properly

Usable for large group instruction

User can exit from any screen

Strongly Agree Disagree NA

Practice, Assessment, and Feedback Agree
Speed, time, & levels can be modified to meet
individual needs
Run time is appropriate to length of class time
Practice is provided to accomplish objectives
Practice is appropriate for topic and audience
Allows the user to correct mistakes
Feedback is immediate
Feedback is varied
Feedback gives remediation
Reinforcement is positive and dignified
Assessment is aligned with stated objectives
Teacher can easily obtain students’ scores & class
average

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 Courseware Evaluation Form

Supplementary Materials

Instructional Manual

Teacher Guide

Material for enrichment and remedial activities

Assessment material

Workbook

Student Worksheets

On Screen Instructions

Suggested Classroom Activities

Other

Other

Buying Recommendations

Excellent, Buy It!

Good, Consider Purchase

OK, If no better alternative

Not Useful. Do Not Buy

Overall Evaluative Comments

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 Courseware Evaluation Form

ISTE National Educational Technology Standards for Students

The technology foundation standards for students are divided into six broad categories.
Standards within each category are to be introduced, reinforced, and mastered by students.
These categories provide a framework for linking performance indicators within the Profiles for
Technology Literate Students to the standards. Teachers can use these standards and profiles
as guidelines for planning technology-based activities in which students achieve success in
learning, communication, and life skills.

1. Basic operations and concepts

□ Students demonstrate a sound understanding of the nature and operation of technology

systems. Students are proficient in the use of technology.

2. Social, ethical, and human issues

□ Students understand the ethical, cultural, and societal issues related to technology.
□ Students practice responsible use of technology systems, information, and software.
□ Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools

□ Students use technology tools to enhance learning, increase productivity, and promote
creativity.
□ Students use productivity tools to collaborate in constructing technology-enhanced
models, prepare publications, and produce other creative works.

4. Technology communications tools

□ Students use telecommunications to collaborate, publish, and interact with peers,

experts, and other audiences.
□ Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.

5. Technology research tools

□ Students use technology to locate, evaluate, and collect information from a variety of
sources.
□ Students use technology tools to process data and report results.
□ Students evaluate and select new information resources and technological innovations
based on the appropriateness for specific tasks.

6. Technology problem-solving and decision-making tools

□ Students use technology resources for solving problems and making informed decisions.
□ Students employ technology in the development of strategies for solving problems in
the real world.

Copyright ISTE NETS. All Rights Reserve

http://cnets.iste.org/students/s_stands.html

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Wisconsin's Model Academic Standards for Information & Technology Literacy

Definition
Information and Technology Literacy is the ability of an individual, working independently or with
others, to use tools, resources, processes, and systems responsibly to access and evaluate
information in any medium, and to use that information to solve problems, communicate clearly,
make informed decisions, and construct new knowledge, products, or systems.

Background
Today's society is witnessing an unprecedented explosion of information and knowledge. In an
environment where information is doubling every three to five years and technology is providing
increased access to previously restricted or unknown information sources, students face both
difficult challenges and unlimited opportunities. The successful students, workers, and citizens of
tomorrow will be self-directed, lifelong learners who use information and technology
competencies to access and evaluate information effectively, communicate clearly, solve
problems, make informed decisions, and construct new knowledge, products, or systems.

The Information and Technology Literacy Standards identify and define the knowledge and skills
essential for all Wisconsin students to access, evaluate, and use information and technology.
These standards connect and interrelate current perspectives in information literacy, media
literacy, and technology literacy into a unified conceptual framework. This framework
demonstrates a progression of competencies from the physical access skills for the use of media
and technology, to the intellectual access skills of information use, to skills and attitudes for
learning independently, and finally to the skills needed for working responsibly and productively
within groups.

Integration
The purpose of these standards is to identify information and technology competencies for all
students throughout the pre-kindergarten to grade twelve (PK-12) curriculum. The competencies
are designed to be integrated into the various content and skill areas of the school curriculum.
The focus is on learning with information and technology rather than learning about information
and technology. This integration will be varied and diverse based on the curricula of individual
schools and school systems. The task force hopes that much reflective dialogue will occur in
school districts among administrators, curriculum directors, library media specialists, technology
coordinators, teachers, parents, and community members as each district adopts or modifies and
integrates these competencies into the local instructional program for students.

The focus of this set of standards is on a sequential and broad set of information and technology
competencies which are necessary to full development of skills for . learning how to learn.
addressed in the core areas of the PK-12 curriculum. The task force recognizes that some
competencies in these standards are included in other academic standards and believes this
inclusion underscores the importance of information and technology literacy competencies by
providing entry points for integrating those competencies into a variety of curricular areas. The
task force also recognizes that elective programs or advanced courses, which are not a part of
the curriculum required for all students, may require additional or very specific technology
competencies beyond those listed in these standards.

Finally, it is important to recognize that many of the competencies listed in these standards will
require significant access to technology by individual students or student workgroups. However,
the task force believes these standards can be achieved with a strong district commitment to a
technological infrastructure including sufficient equipment, materials and staffing; appropriate
technical support, and a comprehensive, ongoing program of teacher training and staff
development.

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Organization
The information and technology literacy standards are grouped into four categories or content
standards specifying what a student should know and be able to do. The first two content
standards focus on technology use and information processing skills. The latter two build upon
the initial categories by adding competencies that deal with attitudes, appreciation, independent
learning, teamwork skills, and personal and social responsibility.

The four content standards are:

A. MEDIA AND TECHNOLOGY - Students in Wisconsin will select and use media and
technology to access, organize, create, and communicate information for solving problems and
constructing new knowledge, products, and systems.

B. INFORMATION AND INQUIRY - Students in Wisconsin will access, evaluate, and apply
information efficiently and effectively from a variety of sources in print, non-print, and electronic
formats to meet personal and academic needs.

C. INDEPENDENT LEARNING - Students in Wisconsin will apply technological and information

skills to issues of personal and academic interest by actively and independently seeking
information, demonstrating critical and discriminating reading, listening, and viewing habits, and
striving for personal excellence in learning and career pursuits.

D. LEARNING COMMUNITY - Students in Wisconsin will demonstrate the ability to work

collaboratively in teams or groups, use information and technology in a responsible manner,
respect intellectual property rights, and recognize the importance of intellectual freedom and
access to information in a democratic society.

Each content standard is divided into performance standards that tell how students will show that
they are meeting a standard. Each performance standard includes a number of indicators that
detail how students will demonstrate proficiency in a particular performance area. When students
demonstrate proficiency in these performance standards and indicators, they will have mastered
a literacy that is basic to success in the world of the 21st century.

In this document the term "media" refers to a wide range of formats including print, non-print, and
electronic. The term "information" reflects narrative, factual, and creative expressions in any of
these formats. "Technology" refers to the application of knowledge, tools, and skills to solve
practical problems and extend human capabilities. Though technology is often described as
process, it is more commonly known by its products and tools and their effects on society. An
extensive glossary is included in this document so the reader can find definitions of other
terminology used in these standards.

The Information and Technology Literacy Standards Task Force

June 1, 1998
Additional Links:
Glossary of Terms
Bibliography of Resources
Wisconsin's Model Academic Standards for Information & Technology Literacy (pdf)
For questions about this information, contact Donna C. Steffan (608) 267-1282

Last updated on 10/21/2005 2:19:29 PM

http://dpi.wi.gov/imt/pdf/infotech.pdf http://dpi.wi.gov/imt/itlstfst.html

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