Toward Evaluating Software According to Principles of Learning and Teaching

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Abstract
Sixteen software packages designed for classroom use were evaluated against nineteen criteria based on principles of effective teaching and learning. The programs were randomly selected from a software library containing over 1,100 items representing all grade levels and a variety of subject-matter areas, software types (tutorials, simulations, etc.), and publishers. Generally speaking, the programs were rated high with regard to 1) presenting material in appropriate steps or blocks, 2) consistency between program and stated objectives, 3) providing appropriate examples, and 4) opportunities for independent practice. The programs were rated low with regard to 1) informing students of instructional goal, 2) determining if students have necessary prior knowledge, 3) reviewing prerequisite knowledge, 4) reteaching information not known, 5) providing anticipatory set, and 6) providing for closure. Differences in ratings were obtained between subject-matter areas and program types, but these differences are difficult to interpret. These findings are discussed in terms of their implications for the development of effective instructional software and its use in the classroom.

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