Evaluating online educational materials for use in instruction

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Clearinghouse on Information & Technology , [Syracuse, NY]
Teaching -- Aids and devices -- Evaluation., Internet in educa
StatementRobert M. Branch, Dohun Kim and Lynne Koenecke.
SeriesERIC digest -- EDO-IR-1999-07, ERIC digest (Syracuse, N.Y.) -- EDO-IR-99-7.
ContributionsKim, Dohun., Koenecke, Lynne., ERIC Clearinghouse on Information & Technology.
The Physical Object
FormatMicroform
Pagination1 v.
ID Numbers
Open LibraryOL17137705M

• illustrates how to use the checklist by evaluating an actual learning material • provides a blank checklist for evaluating your own learning materials. Introducing the Checklist for Evaluating Learning Materials.

With the implementation of the new Ontario Adult Literacy Curriculum (OALCF), practitioners in theFile Size: KB. a checklist for evaluating online educational materials The following are seven major topic areas to consider when evaluating web-based materials for use in instructional settings.

(1) Judge the accuracy of the information and take note of the date modified. This digest is intended to help teachers select good resources to use in their instruction by providing a checklist to evaluate online educational materials. The following major topic areas to consider when evaluating World Wide Web-based materials for use in instructional settings, as well as sub-questions in each area, are outlined: (1) Judge the accuracy of the information and take note of Cited by: 7.

Evaluating American Indian Materials and Resources for the Classroom 2 have inspired a deliberate and sustained effort to broaden the scope of instructional resources to include their voices and Size: 3MB.

This webpage is a copy of the ERIC Digest, Evaluating Online Educational Materials for Use in Instruction, published by the US Federal government and ERIC. ERIC Digests are in the public domain and may be freely reproduced and disseminated. The text from that book on. Evaluating online educational materials for use in instruction.

Author Branch, Robert Maribe. Title Evaluating online educational materials for use in instruction [microform] / Robert M. Branch, Dohun Kim and Lynne Koenecke. Format Online Resource Book Published [Syracuse, NY]: Clearinghouse on Information & Technology, [].

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Evaluating online educational materials for use in instruction. [Robert Maribe Branch; Dohun Kim; Lynne Koenecke; ERIC Clearinghouse on Information & Technology.]. structional materials have been made available for use in meeting these needs. Hn~t.•ever, one of the biggest es for the teacher is evaluating and selecting the most appro­ priate materials to match with the learning objectives and characteristice of specific Size: 1MB.

Relevance of the Use of Instructional Materials in Teaching and Pedagogical Delivery: An Overview: /ch This chapter examined the relevance of the use of instructional materials or teaching aids in teaching and pedagogical delivery.

This is because of theAuthor: Monsuru Babatunde Muraina. Suggested Citation:"3 The Development of a Guide for Evaluating Instructional Materials."National Research Council.

Selecting Instructional Materials: A Guide for K gton, DC: The National Academies Press. doi: / National Tools on Evaluating Materials. NextGen TIME - suite of tools to prepare, screen, pilot and plan through an instructional materials review process, includes leadership PD es a free registration.

EdReports - In February of they released their review tool and process (important to understand first) along with a series of reviews of five grades materials.

Description Evaluating online educational materials for use in instruction EPUB

al Laboratory (REL) Southeast created this rubric for evaluating reading/language arts instructional materials for kindergarten to grade 5 to help educators assess how consistent instructional materials (including core reading programs and reading intervention pro­ grams) are with the scientiic research on reading instruction.

PEI DEPARTMENT OF EDUCATION: EVALUATION AND SELECTION OF LEARNING RESOURCES The purpose of this document is to provide guidelines for the evaluation and selection of learning resources for the public schools in Prince Edward Island.

For the purposes of this document, we use the following terms:File Size: KB. Designing a High-Quality Online Course (added May) The information on this page provides local educational agencies with research-based guidance that can support developing and delivering high-quality distance learning.; Lessons from the Field: Remote Learning Guidance (added May) This page contains local educational agency (LEA) strategies, resources, and information.

Educational technology is a field of study that investigates the process of analyzing, designing, developing, implementing, and evaluating the instructional environment and learning materials in order to improve teaching and learning.

Application of the Criteria in Materials Evaluation To illustrate the use of the criteria, we hereafter apply it to the assessment of a traditional college English textbook – College English (CE, published by Shanghai Foreign Language Education Press in ), and a most recent oneFile Size: 39KB.

Checklist for Evaluating Learning Materials O A L C F 2 3. Potential Effectiveness as a Teaching-Learning Tool of the book, if a learner went through the whole book, rather than a tutor picking out a particular lesson based on a particular task. Title: Microsoft Word - OALCF Checklist for Evaluating Learning Materials--LWR A tool for evaluating a comprehensive textbook or textbook series for alignment to the Shifts and major features of the CCSS.

For use with ELA/literacy materials for grades K-2 or and for mathematics materials K-8 or high school. The jigsaw is put together when the groups report their findings to each other. This allows the entire issue to be covered in a single class but also allows for each student to be involved in learning the material.

Ragains () wrote about his use of the jigsaw in library instruction at Montana State University at Bozeman. Evaluating Online Learning: Challenges and Strategies for Success InnOvatIOnS In EduCatIOn of research difficult to execute.

For example, the scant research literature on K–12 online learning evaluation provides few existing frameworks to help evaluators describe and analyze programs, or tools, such as surveys or rubrics, they can. Evaluating Instructional Materials Dr. Wes Leggett. When evaluating instructional materials, whether they be texts, videos, software, or websites, there are a variety of issues to consider.

The materials you use in teaching your classes need to be accurate, well written, easy to use, and appropriate for the learners who will be using the materials. LESSON 6 Using and Evaluating Instructional Materials “You should have a good idea of your destination, both in the over-all purposes of education and in the everyday work of your teaching.

If you do not know where you are going, you cannot properly choose a way to get there.” Unknown One of the instructional materials.

Evaluating Articles: Provides a lists of considerations for students to keep in mind as they determine whether or not an article from a journal, magazine, newspaper or website is appropriate for the task at hand.

Evaluating Information: Lists and describes criteria to help evaluate print or online information.

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Scholarly Articles: What to Expect. The instructional materials used in K science classes provide the basis for what students can learn and what teachers should teach. The process used to select those materials is critical to providing students and teachers with a solid foundation for achievement and successful teaching.

This guide. Using and Evaluating Instructional Materials 1. Teacher Procedure Goal 2. Choosing a Topic Learner Outcomes Strategic Teaching Selection of Instructional Materials Instructio nal Delivery Reviewing Instruction Attainment of Objectives Application 3.

A Comprehensive Evaluation Rubric for Assessing Instructional Apps Cheng-Yuan Lee and Todd Sloan Cherner Coastal Carolina University, Conway, SC, USA [email protected] [email protected] Abstract There is a pressing need for an evaluation rubric that examines all aspects of educational apps designed for instructional by: This item: Educational Evaluation (3rd Edition) by W.

James Popham Hardcover $ Ships from and sold by Gray&Nash. Standards-Based and Responsive Evaluation by Robert E. Stake Paperback $Price: $   Instructional materials maybe perceived to be labor- saying devices for the teacher.

On the contrary, the teacher even works harder when she makes good use of instructional materials. The use of instructional materials is not the end in itself, but it is a means to an end, which is the attainment of the learning objective.

Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research offers a truly balanced, inclusive, and integrated overview of the processes involved in educational research. This text first examines the general steps in the research process and then details the procedures for conducting specific types of quantitative, qualitative, and mixed methods : Paper.

The instructional materials affect lesson content, depth and duration of instruction for particular topics, and topic sequence. So, while we may talk about curriculum materials as just "resources," the fact is that they strongly influence classroom instruction—for better or worse.

There is an abundance of online educational resources for social studies educators created by private vendors, publishing companies, governmental organizations, universities and schools, and teachers.

Within the field of social studies teacher education and beyond, an important line of research that has received little attention in the literature concerns how teachers work through the Author: Ricky Mullins, David Hicks, Todd Ogle, Evelien Schilder, Stephanie van Hover.materials, many teachers design and use their own materials for classroom instruction.

It is also true that most teachers spend considerable time finding, selecting, evaluating, adapting and making materials to use in their teaching (Litz, ). Teachers do all these tasks to produce modules, handouts, tasks etc to.It classifies educational objectives into three domains: cogni- tive, affective, and psychomotor.

Bloom's taxonomy has been used by many teachers in their lesson planning to create goals and objectives-Teachers can use Bloom's taxonomies for the cognitive, affective, and psychomotor domains to plan instruction (Borich, ).