An empirical study of a new paradigm for choosing educational software
Anne McDougall, David Squires
Computers & Education Volume 25, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Existing approaches for choosing educational software are criticized and rejected as inadequate. A novel paradigm, based on the perspectives of the teacher, student and designer, which addresses the criticisms of existing approaches, is described. A study of the use of this paradigm by a group of experienced teachers is also described. The results of this study indicate that the use of the paradigm helped assessors to articulate an holistic awareness of educational issues, enabling a coherent review of pedagogical, curriculum and learning issues. The authors maintain that this improvement in assessment is due to the scope of the paradigm for generating issues and questions which are directly relevant to the perceived use of a given software package in a specific educational setting.
McDougall, A. & Squires, D. (1995). An empirical study of a new paradigm for choosing educational software. Computers & Education, 25(3), 93-103. Elsevier Ltd. Retrieved June 8, 2023 from https://www.learntechlib.org/p/79799/.
This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0360-1315(95)00065-8
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Cleaning Up That Mess: A Framework for Classifying Educational Apps
Todd Cherner, Judy Dix & Corey Lee, Coastal Carolina University, United States
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 2 (June 2014) pp. 158–193
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