Criteria

Source
General Information

General Information
Date, evaluator, institution/position, software/tool title, publisher,
copyright/version.

(Hopkins Public Schools, 2015a)

Curriculum
Curricular Information
Targeted age group, alignment with curriculum outcomes, mathematical topics
covered.

(Hopkins Public Schools, 2015a)

(Jackson, 2000)

Curriculum Connection
The targeted mathematics skill(s) and/or concept(s) match provincial standards.

(Hopkins Public Schools, 2015a)

(Jackson, 2000)

Curricular Goals
Software is effective in achieving curriculum goals.

(Hopkins Public Schools, 2015a)

(Jackson, 2000)
(Sancar Tokmak, Incikabi, &
Yanpar Yelken, 2012)
Content

Content Quality
Information is accurate, current, relevant, complete, balanced and free from bias.

(Hopkins Public Schools, 2015)

(Sancar Tokmak, Incikabi, &
Yanpar Yelken, 2012)

Clear and Concise Language

Appropriate mathematical language is used.
Language corresponds to the target learners reading and comprehension level.

(Miller and Bach, 2001)

(Sancar Tokmak, Incikabi, &
Yanpar Yelken, 2012)

Multiple Solution Pathways

Learners are encouraged to explore multiple problem solving methodologies.
Various solution pathways are presented in an unbiased manner.

(Newton, 2010)

Development of Mathematical Skills (Atlantic Canadian Mathematics

Curriculum)
Select and use appropriate mathematical strategies to resolve problems.
Represent and solve abstract and real-world problems using data displays, models,
computations, etc.
Demonstrate an appreciation of the use of mathematics to make predictions, draw
inferences and formulate decisions.

Department of Education and

Culture (2010 [1999])
Department of Education and
Culture (2011 [1999])
Department of Education and
Culture (2012 [1999])

Aesthetic Properties and Design Elements

Colours
Background colours and text are compatible.

(Miller and Bach, 2001)

(Sancar Tokmak, Incikabi, &
Yanpar Yelken, 2012)

Font
Font size is appropriate and content is easy to read/view.

(Miller and Bach, 2001)

Completion indicator
Visually indicates completed sections of the software.

(Sancar Tokmak, Incikabi, &

Yanpar Yelken, 2012)

Technical Features, Usability and Adaptability

Installation

(Hopkins Public Schools, 2015a)

Can be installed on various operating systems. The length of the installation process
is appropriate.

(Jackson, 2000)

Browsers
Is compatible with various web browsers (Explorer, Chrome, Firefox, Safari, etc.)

(Jackson, 2000)
(Center for Distributed Learning
University of Central Florida,
2015)

Devices and Operating Systems

Is compatible with:
___ PCs
___ MACs
___ Smartphones
___ Tablets
___ Other Please specify: __________
___ N/A

(Jackson, 2000)
(Center for Distributed Learning
University of Central Florida,
2015)

Navigation
Provides several ways to navigate through content.
Links, pages, tools, etc. are logically accessible.
All links function.
Links open in separate windows/boxes.
Student data is automatically saved when program is terminated.

(Hopkins Public Schools, 2015a)

(Sancar Tokmak, Incikabi, &
Yanpar Yelken, 2012)

Adaptable for Multiple Users

Can be used for individual and group instruction.

(Center for Distributed Learning

University of Central Florida,
2015)

Information Management
Can print, save, download, export or import work.

(Center for Distributed Learning

University of Central Florida,
2015)

Universal Design for Learning

Incorporates adaptive/assistive technologies for mathematics such as:
___ Adjustable sound level
___ Integrated calculator
___ Magnification
___ Text to Speech
___ Other Please specify: __________
___ N/A

(Hopkins Public Schools, 2015a)

Online Tools
Community Networking
Enables students to create social connections through access to:
___ Chat Rooms
___ Forums
___ Blogs
___ Other Please specify: __________
___ N/A

(Center for Distributed Learning

University of Central Florida,
2015)

Sharing
Ability to share content with others.

(Center for Distributed Learning

University of Central Florida,
2015)

Social Media
Software/tool is compatible with:
___ Facebook
___ YouTube
___ Twitter
___ Instagram
___ Other Please specify: __________
___ N/A

(Center for Distributed Learning

University of Central Florida,
2015)

Saving Online
Ability to save assignments using internet tools such as:
___ Screencast
___ YouTube
___ Cloud
___ Vimeo
___ Other Please specify: __________
___ N/A

(Miller and Bach, 2001)

Student Interest, Collaboration and Performance

Engagement
Students are motivated to continue learning and to master concepts

(Miller and Bach, 2001)

Interests, Learning Styles and Abilities

Accommodates a variety of interests, abilities, and learning styles.

(Sancar Tokmak, Incikabi, &

Yanpar Yelken, 2012)

Student Collaboration
Collaboration is encouraged and facilitates the exploration of multiple problem
solving strategies. Collaboration is achieve through the use of:
___ Instant messaging
___ Discussion forums
___ Video conferencing
___ Email
___ Other Please specify: __________
___ N/A

(Center for Distributed Learning

University of Central Florida,
2015)

Student Achievement
Facilitates improvements in student achievement/performance.

(Stirling, 2007)

Learning Activities and Their Connection to Pedagogical Theories

The Cognitive Theory of Multimedia Learning
Graphics and the multimedia components (audio, video, and music) efficiently
facilitate learning.

(Hopkins Public Schools, 2015a)

(Mayer, 2005, p. 31)
(Mayer & Moreno, 2003, p. 46)

Connectivism: Knowledge Connections

Allows students to make connections between different sources, fields, ideas,
concepts and/or experiences.

(Siemens, 2004)

Connectivism: Problem Solving and Critical Thinking

Helps students develop problem solving and critical thinking skills that can be
applied to future situations or problems.

(Siemens, 2004)

Constructivism
This software/tool facilitates operational learning.

(Solomonidou, 2009)

Directed Learning
This software/tool facilitates rote learning

(Solomonidou, 2009)

What levels of Blooms Taxonomy are reached when utilizing this

software/tool?
-Remembering
-Understanding
-Applying
-Creating
-Evaluating
-Analyzing

(Schrock, 2015) and (Miller and

Bach, 2001)

Assessment and Feedback

Feedback
Students receive constructive feedback when utilizing the software/tool.

(Center for Distributed Learning

University of Central Florida,

Students receive instant feedback.

2015)
(Miller and Bach, 2001)

Assessment capabilities
Meaningful data is provided by the software/tool. Progress toward objectives is
tracked.
Teachers can access a database to monitor students progress.

(Hopkins Public Schools, 2015a)

(Sancar Tokmak, Incikabi, &
Yanpar Yelken, 2012)

Supports
What materials or technical support aid in the use of this tool/software?
___ Teachers Guide
___ Students Guide
___ Support Line (telephone, email, IM)
___ FAQs
___ Other Please specify: __________
___ N/A

(Hopkins Public Schools, 2015a)

Staff Support/Development
School board or institution provides professional development relating to this
software/tool.

(Hopkins Public Schools, 2015a)

Cost
The cost of the software/tool in comparison with the benefits it provides.

(Hopkins Public Schools, 2015b)

(Jackson, 2000)

Is it a one-time purchase or subscription model (recurring fee structure)?

Peer Feedback

What are the licensing metrics (single user/site /board)?

Peer Feedback

Does the user pay for version updates/upgrades or newer versions of the same
software?

Peer Feedback

Are there installations costs?

Peer Feedback

Is there a cost for system support associated with the software or installation
(ie.system upgrades, extra terminal requirements, additional memory, processor
upgrades, etc.)?

Peer Feedback

Is the software user friendly or will it require professional development costs to

train teachers?

Peer Feedback

Final Impressions
Strengths/Weaknesses

(Shiroff, 2014)

How would you implement this software in your educational context?

Would you uses this software?

Peer Feedback

Total Score and Average Score

Peer and Instructor Feedback