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Instructional and Remedial Software Selection Process |
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Purpose of the handbook? |
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to assist school division selection committees as they implement the software
evaluation and SOL alignment component of the Web-based Technology Initiative
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Why use a selection process? |
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to divide the task into manageable steps |
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to reach the desired goal - effective instructional materials |
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Who should be on the division’s
technology-based materials selection committee? |
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Curriculum specialists |
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Technology specialists |
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Library Media specialists |
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Remedial instruction specialists |
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Classroom teachers |
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Building principals |
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What do you mean by the phrase “technology-based materials or software”? |
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computer-based instructional and remedial programs, and reference materials |
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formats include, but are not limited to - CD-ROM, online, laser videodisc, and probeware |
| What materials
do we look for first? |
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instructional and remedial materials |
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first year focus of the initiative - high school level |
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proceeding years of the initiative - middle school, and then elementary school level |
| Why
look at the alignment of the material with the Standards of Learning (SOL)? |
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to select only materials that effectively address the SOL |
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to
select only materials that will enhance instruction and learning |
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to
provide students with both quality and variety of instructional materials, that address different
student learning styles and remediation needs |
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Seven Steps to Responsible Software Selection |
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P. Kenneth Komoski, of the
Educational Products Information Exchange (EPIE), is the author of the Seven
Steps to Responsible Software Selection. Eric Plotnick, ERIC Clearing house of
Information and Technology, prepared the manuscript for online ERIC/IT access.
In Virginia school divisions,
software evaluation and alignment committees will find these seven steps helpful
guidelines for selection. By following these steps, the committees will avoid selecting products
that do not meet local needs and may not be used. The following is an overview of each step.
Please refer to the original document for complete information about each step.
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| OVERVIEW
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“Step 1. Analyze Needs” |
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should not be skipped or taken lightly |
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consult with division assessment specialists to analyze the division’s state and national
standardized test scores |
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identify weak areas |
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review current instructional and remedial methods and materials |
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define the relationship between methods and materials currently used and the test results
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judge the degree of alignment between the current methods and materials and the SOL |
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as
a committee, be honest in your assessment of where the division is and where you want it to
be |
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continue with Steps 1 and 2 |
“Step 2. Specify Requirements” |
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compatibility with available hardware |
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user friendliness |
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level of interaction desired |
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access to support via toll-free number |
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direct correlation with instructional objectives and curriculum requirements
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adequacy
of documentation |
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continue with Steps 1 and 2 |
“Step 3. Identifying Promising Software” |
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not
enough time to thoroughly evaluate all of the software currently on the market and to compare
one program with another |
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use nationally recognized software selection guides as a starting point to identify products that
appear to meet your specifications: |
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use
guides to help local selection committees to identify a small list of products for local review
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guides are NOT recommended purchase lists |
“Step 4. Read Relevant Reviews” |
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after
identifying promising software by using selection guides, read additional reviews in professional
journals, ex.:
ISTE’s Learning & Leading with Technology
and the
archives |
“Step
5. Preview Software” |
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cannot stress how important this step is |
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keep records of the committee’s comments and recommendations for each piece of software
reviewed |
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may
need records next year, should any of this year’s titles be requested again for purchase |
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use to justify committee’s selection should these products be challenged |
“Step 6. Make Recommendations” |
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appropriate classroom applications of each product selected for purchase |
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need to know why product selected in order to evaluate it's value after a year of use in the
classroom |
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recommendations for related staff development - how will teachers be trained in the classroom
use of new software |
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who will develop and pilot model lesson plans to demonstrate appropriate use of each software
program selected for purchase |
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who will make sure new software is installed first, so that after training teachers can
go back to their classrooms and begin using the new software |
“Step 7. Get Post Feedback” |
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a
very important and often skipped step |
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was each title purchased a good investment - why, or why not? |
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will each title purchased continue to be used - why, or why not? |
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was
the staff development and training for new materials adequate to insure effective use of products
- why, or why not? |
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Staff Development Recommendations |
Sharon Hurwitz, English teacher and technology specialist,
Bethel High School,
Hampton,Virginia
Suggestions on how to get teachers
to use software in classrooms:
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Explain why these software programs were selected for purchase - strengths, weaknesses, and
alignment with the SOL. |
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Model appropriate curriculum instruction methods, and model appropriate seamless integration
of the new computer-based software in the instruction and related activities. |
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As handouts, or an online version, have copies available of the curriculum and technology lesson
plans and activities presented to the class. Explain why these are recommended classroom
applications of the software and anticipated student outcomes. Identify the specific SOL
addressed by the software. Provide a list of additional related instructional and library
resources and Web sites. |
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Allow ample time for questions and answers and experience sharing by the teachers. |
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Make
your training a fun learning experience for teachers: offer refreshments (sweet treats and
fruits), and inexpensive door prizes. |
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Allow ample time for both guided and independent hands-on experiences with the new software.
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Give teachers a way to contact you or other curriculum and technology specialists for follow-up
assistance with the software after they are on their own in their classrooms. |
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Always be cheerful and encouraging; a positive attitude is contagious! |
Prior
to staff development training on the new software: |
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Check to make sure that the teachers coming to the session will have the new software (and
appropriate hardware requirements) available for use in their classrooms when they leave the
training. |
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Plan for a make-up training date for those teachers with schedule conflicts. |
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Schedule the training during school hours; other times will not produce the desired results and
positive attitudes among your participants.
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Develop an appropriate number of peer mentors to provide informal onsite assistance with the new
software in the weeks to come after this training session. |
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Examples of Lesson Plans that can be used to introduce new software in three selected
curriculum areas:
Technology and Learning Software Reviews
Choosing School Software
- Tammy Payton
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