CSI Software Evaluation

Evaluator Information

Evaluator (Lead): 

 

School/Organization:

 

Title/Position:

 

Is this a Team Evaluation? 

 

Number of Evaluators:  

 

Software Information

 

Name:

 

Type of Software:

Manufacturer:

   ©

Country:

Cost:

 $

Number of licenses with initial purchase:   

 

 

Cost per each additional license:  $

Available on:

CD 

Online

Other (specify):        

Tutorial Available?

Minimum Requirements (Recommended):

Operating System (Windows):

95 98 2k XP  Other (specify):       

Processor (Pentium or Equivalent): 

P-I P-II P-III P-IV (or higher) Other (specify):       
RAM (MB)          HD Space (MB)    Internet Connectivity?

Peripherals:

 Printer  Scanner Speakers  Microphone Headset Camera  Video Camea

Curriculum Links

Select all outcomes within the Grade 9 Social Studies Curriculum which can be achieved via this software.

Physical Setting
Students will be expected to...

1.1  identify and locate the Atlantic region in the Canadian, North American, and global contexts

1.2  describe the area, size, and physical features of Atlantic Canada

1.3  identify the basic weather and climatic patterns of Atlantic Canada

1.4  link human activity to the natural resources of the Atlantic region

1.5  identify and trace population and settlement patterns affecting Atlantic Canadians from Aboriginal to early new-world migration to the present day
 
Culture
Students will be expected to...

2.1  examine and develop a general concept of culture

2.2  examine and describe contemporary culture in the Atlantic Canadian context and its connections to other global cultures
2.3  demonstrate an understanding of the local and global factors that have shaped the culture(s) of Atlantic Canada
2.4  demonstrate an understanding of the nature of cultural, ethnic, and linguistic groups in Atlantic Canada
2.5  demonstrate an understanding of the issues and events surrounding cross-cultural understanding at the local, regional and global levels
2.6  demonstrate an understanding of and appreciation for the link between culture and occupations/lifestyles in Atlantic Canada
2.7  demonstrate an understanding of the local and global forces that cause cultures to constantly change
2.8  explain how Atlantic Canadians shape political culture by exercising power and influencing political decisions
 
Economics
Students will be expected to...
3.1  examine and explain the role that basic economic principles play in daily life
3.2  demonstrate an understanding of the role of economics in Atlantic Canadian society
3.3  evaluate the importance of economics in entrepreneurship
3.4  examine and explain the contribution of the primary, secondary, tertiary, and quaternary sectors of the economy of Atlantic Canada
3.5  analyze local, regional, and global economic patterns and related issues that are challenging Atlantic Canadians
3.6  identify and demonstrate an understanding of trade and other economic linkages among Atlantic Canada and the national and global communities
 
Technology
Students will be expected to...
4.1  develop a concept of technology and explain its regional and global applications
4.2  examine and describe the historical application of technology in the Atlantic region
4.3  demonstrate an understanding of how technology has affected employment and the standard of living in Atlantic Canada
4.4  analyze how technology affects transportation and communications in the Atlantic region
4.5  examine and describe the effects of technology on manufacturing in the Atlantic region
4.6  analyze the effect of technology on resource industries in Atlantic Canada
4.7  evaluate the effects of technology on recreation, home life, and community life
 
Interdependence
Students will be expected to...
5.1  explore his/her concept of world view and explain the factors that influence and are influenced by it
5.2  examine and analyze how Atlantic Canadians are members of the global community through different interconnected systems
5.3  assess the individual qualities and attributes Atlantic Canadians need to become contributing members of the global community
5.4  demonstrate an understanding that the future well-being of Atlantic Canada involves co-operation with the national and global communities

 

Is there any clear opportunity for cross curricular activity? (Choose the most direct link)

Functionality and Operation

Check All Items

5 = Outstanding 4 = Good 3 = Adequate 2 = Fair 1 = Poor

Installation and Use

 5 4 3 2 1
The software is quickly and easily installed on multiple computers
The software loads quickly
The software auto-generates a shortcut on the desktop
           
           

Aesthetics

 5 4 3 2 1
Screen layout and design is unified
Alerts, errors, suggestions are not accompanied by abrupt and violent sounds
The interface is balanced
Font size and style promote ease of use
Colours are integrated and use ‘cool’ hues (colours with appropriate contrast)
Animations, if used, do not overwhelm the interface
The amount of information displayed is contained within a single screen at all times
           
           

User Considerations

 5 4 3 2 1
The interface design is familiar (similar to other programs used)
Interface is intuitive (logical organization of menus, toolbars, etc.)
The language is appropriate for grade level
New or challenging terms are defined for the user
The program is easily navigated
The program operates at user's pace
Interactive Help Menu is available at all times
The program is accessible for a wide range of user levels
The program launches an instructional program upon new user access
The program has a perceived relationship with the user
The software provides JIT (Just-In-Time) Feedback for the user
JIT Feedback offers constructive criticism which supports user development
           
           

Administration

 5 4 3 2 1
A user account is generated for each individual on startup
User accounts are password protected
Dribble Files (files for tracking user progress and activity) are generated
Dribble files can be converted into graphical format for tracking purposes
The program has administrator access for grading and tracking purposes
The program allows the user to print
The program allows the user to save his/her progress
Includes supporting documentation (Teacher/Administrator Guide)
           
           

Pedagogy

 5 4 3 2 1
Learning objectives/outcomes are clearly indicated
Suggested pre-requisite skills/knowledge is clearly described in documentation
Cross-curricular connections are suggested within documentation
Criteria for learner success is clearly presented (Rubrics, etc)
Sectional learning objectives are outlined clearly for the user
The program is adaptable for group activities
The program is designed to support a constructivist context
Rubrics for evaluation are provided
The software is designed to include the teacher as a facilitator
The program supports dynamic modification (allows the teacher to adjust its components, content, presentation, etc.)
The software incorporates common instructional strategies (e.g., content presentation, assignment work, testing, etc.)
           
           

Educational Theory Considerations

 5 4 3 2 1
Users are not required to split their attention between mutually referring sources of information
The program allows for user choice (lateral structure to new information or previously covered sections)
Audio output is related directly to content and does not distract from purpose
Narrative voice, if used, is not presented as textual information (redundancy)
Animations and visuals are integrated with on-screen text
Audio and Visual materials are temporally synchronized
There are no extraneous multi-media elements
The program has a perceived relationship with the user
The software provides JIT (Just-In-Time) Feedback for the user
JIT Feedback offers constructive criticism which supports user development
           
           

Constructivism

 5 4 3 2 1
The program presents authentic learning tasks
The software makes use of multiple technologies
The software promotes critical thinking skills
The program enhances learning, providing opportunities beyond those otherwise available (it is not a mere automation of existing activates)
The software promotes higher order thinking skills (analysis, synthesis, evaluation)
The program provides challenges which require use of problem solving skills
The software supports user independence
The software supports and promotes user interdependence
           
           

Multiple Intelligences

 5 4 3 2 1
The software provides opportunities for the use and development of Linguistic intelligence
The software provides opportunities for the use and development of Logical-mathematical intelligence
The software provides opportunities for the use and development of Spatial intelligence
The software provides opportunities for the use and development of Bodily-Kinesthetic intelligence
The software provides opportunities for the use and development of Musical intelligence
The software provides opportunities for the use and development of Interpersonal intelligence
The software provides opportunities for the use and development of Intrapersonal intelligence
The software provides opportunities for the use and development of Naturalist intelligence
 

Anecdotal Evaluation

Use the space provided to outline your perceptions of the software