Computers in the Classroom

Judy Arzt, Ph.D., Saint Joseph College, CT

Website Evaluation Form

Website Title

Producer of the Website

Internet Address and Phone Number

Grade Level(s)

Subject Area(s)

Reviewed by

WEBSITE DESCRIPTION: Describe the content as accurately as possible. What topics are covered in the website or the part of the site under review? Does the site have multiple sections? If so, what are they? Does the site have any special or unusual content features that are particularly noteworthy? If so, describe them. Overall, provide readers will a clear description of what kind of content is found on the site and what its educational value is for students in a school setting. (Remember to focus the review on the section of the site that connects to your curriculum and grade level if the site offers multiple options. That is, do not review the full site if it has multiple parts for different grade levels and curricular areas.)

ACCURACY OF CONTENT: Is the information on the site accurate? Is the content appropriate for curriculum and for its intended audience? Are there any content errors or omissions? Is the content easy to read and access, as well as appropriate for the intended student audience? Is the arrangement of information appropriate to its content? Is the site free of bias, such as gender or ethnic stereotypes? (Only answers those questions that are appropriate. This section requires commenting on any aspect of the content’s accuracy, not just those suggested by the questions provided.)

TECHNICAL QUALITY: Consider if the site (or the part of the site under review) is easy to use and navigate for students. Are there any kinds of bugs, non-functioning hyperlinks, or linking paths that will confuse students? If so, describe? Are the navigation systems (i.e. menus, maps, links, help buttons, icons) easy to use and/or easy (please describe)? Is the site aesthetically (visually and design-wise) pleasing in terms of the intended student audience? How helpful are the site's graphics, sound, and animation, depending on which of these are included? Do these features serve a purpose or are they merely decorative features? Are these features distracting or conducive to learning? Is there any video component? If so, does it promote learning (explain)? (Only answers those questions that are appropriate. This section requires commenting on any aspect of the site’s technical quality and is not limited by the listed prompts. Do not feel compelled to answer all prompts—just those that are appropriate—and feel free to include other pertinent information that is not mentioned by the prompts but is related to technical quality. Be sure to separate out this section from the next to avoid repetition of ideas.)

USE OF TECHNOLOGY: Does the site make good use of the technology to promote learning or could student learning goals be better (or equally well) accomplished in other ways? Does site use of multimedia to support learning? Does the site include promote construction of a product, such as a map, chart, or some kind of printout, and if yes, describe and critique that capability? Does the site provide some means for learners to receive feedback on their learning? If so, describe and critique. Comment on any ways in which the site uses computer technology as a vehicle to support student learning. Note that this section focuses more on the use of technology to support learning whereas the prior section concentrates on the technical aspects of the site.

ROLE OF STUDENTS: Are students empowered or constrained by using the site? Can they work accordingly to their learning needs, or must they follow a prescribed and limiting format? (A limited format might, for example, might require answering a long series of multiple choices in a prescribed order without the site allowing students to easily move to another level if their responses are all correct—this limitation could be a positive or negative—so analyze appropriately.) To what extent do students have control in how the site is navigated? Will students need assistance in using the site successfully to achieve learning goals? Does the site empower students to construct a product? If yes, could this product be used for assessment? In what ways does the site promote student interaction or group interaction? How might the site help students to value their own thinking and learning processes? Will the site engage students actively? Is the reading level appropriate? (Explain.)

ROLE OF TEACHER: What is the teacher's role in the use of this website to promote student learning? How much monitoring will students need? What should teachers do to prepare students to use the site? How might a teacher monitor students’ learning outcomes? What kinds of preparation will a teacher need to do to make use of the site a valuable learning experience for students? That is, overall what level and kind of engagement must a teacher consider to make students’ use of the site a productive learning experience?

CLASSROOM USAGE: How does use of the site fit into the classroom learning situation? What type of access should students have? That is, should they work in small groups or with a partner, or use the site independently? Can the site be used effectively by the whole class, assuming access to a projection system? How does the site complement the curriculum? What teaching ideas can you offer someone interested in having their students use the site? Try to be specific in terms of offering some teaching strategies for using the site, for example, describe a short lesson plan.

CRITICAL SUMMARY: Give a brief critical analysis of the site's overall quality and usefulness. Highlight the site’s educational strengths and shortcomings.

OVERALL RATING (ON A SCALE OF 1 TO 10)

EXPLANATION OF RATING: Explain your rating.

Back to Website Evaluation Project Sheet

Email: jarzt@sjc.edu

Email tutoring: tutoring@sjc.edu

@Judy Arzt

jarzt@sjc.edu