| Teachers go crazy for educational software. I've | | | | adventure based etc.) |
| witnessed this first hand. As I sell educational | | | | Asking yourself these important questions and |
| software for EvaluNet, this obviously encourages | | | | acquainting yourself with the true needs of your |
| me. | | | | school (both learners and teachers) will go a long |
| The crux of the matter however, is that there | | | | way in ensuring that you buy educational |
| are too many schools out there who have too | | | | software that becomes an investment. When |
| many educational software products that they | | | | evaluating the suitability of educational software |
| just don't use – either because they don't | | | | based on your school's needs, think about the |
| have time, or because they don't know how, or | | | | following: |
| because the software is no longer relevant. There | | | | - Does this product fill an educational need? Can |
| are many different types of educational software | | | | you name the need? |
| products that fit into completely different | | | | - How do you intend using (implementing) the |
| categories, namely: | | | | product? |
| - Revision and consolidation | | | | - How many teachers are going to use it? |
| - Curriculum delivery | | | | - Do the teachers possess the necessary |
| - Skill development | | | | competencies to use the product? |
| - Assessment and testing | | | | - How much training is required, and how will the |
| So how do you go about selecting software that | | | | teachers be trained to use the product? Do they |
| brings value to your school? The first and most | | | | have time to be trained? Are they willing? |
| important step is to identify the needs of the | | | | - Is it a product or a service that you are buying? |
| school and the goals and limitations of your | | | | These questions are taken directly from Kobus |
| computer centre. As a teacher, the most | | | | van Wyk's post "Does a software package add |
| important questions you should ask yourself are: | | | | volume or value?". The Teacher's Monthly did a |
| - What are the needs of our learners and | | | | follow-up survey based on this post to enquire |
| teachers? | | | | whether or not teachers and principals feel that |
| For learners, needs could include: | | | | the educational software they are using is adding |
| - improving literacy and numeracy skills | | | | value to their school. The results can be viewed in |
| - improving learning and concentration ability | | | | our article "Survey shows computers come |
| - improving spatial skills | | | | second best". |
| - improving knowledge and understanding of the | | | | Another important factor to consider (especially in |
| curriculum | | | | the South African school environment) is: |
| For teachers, needs could include: | | | | - How much time does a learner need to spend |
| - decreasing the time spent on marking | | | | using the product in order to benefit and see |
| - increasing the quality of lessons | | | | positive results? |
| - streamlining the teaching/learning process | | | | The unfortunate reality is that large class sizes, |
| - engaging learners on an interactive level | | | | and limited computer resources means that at |
| - diagnosing problem areas | | | | most schools learners are only exposed to a |
| - assisting with behind-the-scenes planning and | | | | computer for about 30 minutes (40 at best!) per |
| admin | | | | week. The principle is simple: if you want a child to |
| - How many computers do we have available? | | | | be a good reader, he needs to spend time |
| This will help you select suitable software based | | | | reading. If you want a child to grasp a specific |
| on your average class sizes and the number of | | | | concept in Mapwork (Social Science), he needs to |
| computers you have in your computer room. | | | | spend time practicing that concept. |
| - What is my budget? | | | | So, where does "computer time" fit into your |
| Knowing this upfront will save you a lot of time in | | | | school's timetable? How big a need is ICT |
| determining what you can and can't afford. There | | | | integration at your school? What value do you |
| is no point in spending time evaluating a product | | | | place on computers and educational software? |
| that costs tens of thousands of rands when you | | | | For me, educational software that is good, is |
| only have a few thousand available. | | | | educational software that fulfills the needs of your |
| And to a lesser extent: | | | | learners and teachers, and the goals set forth for |
| - What types of software have our learners and | | | | your school computer centre. |
| teachers already enjoyed? (e.g. activity based, | | | | Originally published on Teacher's Monthly. |