SOFTWARE REVIEW
HOT DOG STAND: THE WORKS
Publisher: Sunburst Communications, Inc.
Reviewer’s name: Christine
Hennessey (Elementary Pre-Service Teacher)
Target Population: Grades 5-9
PROGRAM DESCRIPTION:
Hot Dog Stand: The Works is designed for students to create and run their own business from planning, to ordering supplies, to paying the bills. Students act as a food vendor. The theme of opening a hot dog stand should be of interest to them because it is a fun and familiar subject. The hot dog stand is prepared and set up for different events such as ball games and concerts. First, the computer assigns a sales figure for the student to reach. Then, the student prepares in the office where there is a desk. The desk has a computer, to-do list, a calendar of events, and a binder used as a reference guide. Also in the office is a television to check the weather before each event, a file cabinet to order supplies, and a bulletin board with helpful business tips. When the preliminary steps are completed, the students "open the stand" to evaluate their profits. While organizing for each event, the students are challenged in math and business. A notable feature is that this program addresses many of the NCTM standards such as problem solving, communication, reasoning, connections, computation and estimation, patterns and functions, statistics, and probability. The program offers a calculator for computations when deciding on the number of supplies to order. This program has three different levels of difficulty: Beginner, Intermediate and Advanced. In the Beginner’s mode, the computer assists by highlighting where to click for the next business decision. The number of events and the amount of assistance from the computer vary depending upon the level of difficulty chosen.
CONTENT CLARITY:
The content is accurate, complete, and appropriate for middle school and early high school students. It may be too complicated for fifth and sixth graders; however, if it used as a class activity, it may be more understandable for students. The program is easy to read and access, with instructions given at the beginning by a talking hot dog. The program is structured appropriately for the content. For example, the user must complete the to-do list and order all necessary supplies before the program will allow him/her to open the hot dog stand and evaluate the outcome of their decisions. Also, if the checkbook has a negative balance, the program will not continue until it is rectified. In addition, the teacher’s manual is very explicit with many informative notes and suggestions. The program is free from racial bias but may favor males due to its emphasis on sports events.
TECHNICAL QUALITY:
The program is easy to use and run. Once started, the "hot dog instructor" explains the features and how to fulfill each step to opening a hot dog stand. Minimal computer experience is required since the level for beginners includes detailed instructions and assistance. There were no bugs found, and the navigation system and menu bar are easy to use and understand. The program’s graphics, use of animation, and sound foster enthusiasm. Each "clickable" graphic is functional and necessary to work through the program. When the user opens the hot dog stand, there is music and the sound of a crowd to portray a ball game or concert. The graphics and audio are of high quality, making the program pleasing to the eye and ear.
USE OF TECHNOLOGY:
The program makes good use of the computer. To successfully open a hot dog stand, the student must use every aspect of the program. For example, when ordering supplies, the student can use the computer’s calculator; when supplies are decided upon, the computer totals the cost and waits for the student to pay with the checkbook. If the cost of the supplies brings the checkbook balance to a negative, the computer forces the student to change his/her decision. Each picture on the main screen has a significant purpose too. The desk with the calendar of events, to-do list, computer, and binder serves the purpose of preparing for the opening event. Also, the television gives the weather report, so the student can plan for the appropriate crowd of people. The bulletin board offers helpful tips from the last owner, such as average attendees at each event. The use of the computer is in fact maximized when using this program.
ROLE OF STUDENTS:
Students are empowered by this program since they can manipulate and control the software. They are creating a product or outcome, which is the hot dog stand. The students have control over all of the decisions needed to open the stand. The students are learning the requirements for owning their own business, preparing for the best sales, and making money. The program encourages problem solving, math, connections and probability. Student and group interaction is encouraged with this program. The students can work individually, with a partner, or with groups. The outcomes after each event (the sales) can be measured and assessed. As students become more familiar with the hot dog business, sales will increase after each event. The continued success promotes motivation and self-confidence for the students, resulting in learning to value their own thinking and learning processes.
ROLE OF THE TEACHER:
The role of the teacher would be to illustrate how to start the program and to describe the useful tools in the office. Once the students learn how to navigate, the teacher does not necessarily need to coach. Since this program addresses many of the NCTM standards, teachers can use this program as a lesson plan or as an activity to supplement lessons that include the same standards. The teacher’s guide is very instructive and helpful. It describes how to use the program and offers ideas for class activities. The program can also be used as a class project, which would encourage brainstorming and student-teacher interaction.
CLASSROOM USAGE:
The program can be used as an entire class activity with the teacher navigating on an overhead projector and having the students make all of the decisions. It would be beneficial learning experience for the class to complete all the required tasks and open the hot dog stand together. Then, the class can measure their success. Once familiar with the program and the decision-making process, individual students, partners, or small groups can benefit from working on this program. Also, if the class separated into groups, there could be competitions on the most successful hot dog stand. The program can be used effectively by one student, perhaps as an extra activity to reinforce related math concepts reviewed in class.
CRITICAL SUMMARY:
The program would be very useful for teaching and learning many math concepts as well as introducing the requirements for starting a business. The content and multimedia are appropriate and motivational. The program has many functional features as compared to features that are predominantly decorative.
OVERALL RATING: 10 out of 10
EXPLANATION OF RATING:
This program deserves a 10 due to its content, multimedia, and instructional materials. Teachers can utilize this program as a lesson, as an activity to supplement a lesson, or solely for a fun activity. The program can be a great activity for an entire class, small groups, or individual students. Its content will enhance math skills as well as introduce business concepts. Particularly noteworthy is the tie in with the many NCTM standards.
Last revised: January 15, 2003