Website review

EU 432 Educational Software Review ‘Millie’s Math House’
Results:
The game would apply to the math curriculum because it deals with number sence and numeracy and data management at the primary level. The games are based on addition and subtraction skills; any primary student would have the opportunity to practice these as they work their way throught the games. There is no text, and all the instructions are audio based. A student will have to listen carefully, otherwise crucial instructions would not be heard. The technical requirements seem simple enough, all you need is a computer and the software. 2-3 students could possibly use the program at the same time, working together as a team. A computer lab would be necessary if you planned on having larger numbers use the game. The game is cartoon based, with different animal characters that interact with the user. It is very kid friendly.
Discussion
Review Process:
I tested the software by playing the games. I started by clicking on the the different icons in the program and followed the prompts until I had achieved the objective of each game. I think my tests were conclusive because I tried every button I could find and finished several of the acitvities. It took me 20 minutes try out the software.
Viability:
Each class has a computer, plus 25 in the lab. This would be a feasable venture at my school. Most kids seem to be fairly computer literate at the junior level but I have no experince in the primary level to assess their skills. The gender split is even, and there is no detectable differnec in computer literacy skills between them. One problem with the game is the sound. It is a loud game, headphones would be a requirement. Most computers don’t have headphones, or they are not working. I don’t think this game would be appropriate for the primary grades at my school because it would require training before the student could benefit from the program. The school is full of low level students who require regular instruciton, careful supervision and constant support in most activities. I think that this game would use up too much of the teacher’s time is supporting a student playing the game.
Reveiw comparason:
EU 432 Educational Software Review ‘Bailey’s Book House’

Results:
This game is desigened with the language curriculum in mind. There are a variety of games that involve words, word recognition, story writing and spelling. It is marketed for a primary level. Students match words with words, words with pictures, and have opportunities for composing simple sentences. A class room equiped with a computer would be sufficent for 2-3 students who wanted to use the game, otherwise a computer lab would be necessary. The animations and music in the game would appeal to a younger audience.
Discussion:
Review Process:
I tested the software by playing the games embeded within the software. I opened up the game and started clicking on the variou icons and completed the tasks that followed. My tests were conclusive because I tried many of the programs working through them until the I completed the required task. I tried to do thingst that a student may try in an attempt to understand some of the problems they may have. It took me 15-20 minutes to run through the games.
Viability:
My PDS school has a well equipped computer lab with enough computers for each student. There is a booking procedure that a teacher would have to follow, but since it is a small school booking time in the lab has rarely been in conflict with other classes. The class is computer literate, they call all log on to the computer, use search engines and are well practiced in playing games. The primary level would require more assistance getting started with the activity. Classroom management may be difficult when the whole class is in the lab at once, this may render some of the beneficial aspects of the game redundant if they are not actively engaged in the game. This game would not be very appropriate for the primary grade that I’ve had experience with because of the constant teacher support needed. Students do not stay on task and have difficultly following directions. Regular direction and guidance would require a level of teacher intervention with the child using the program that would reduce the independent benefit from using a literacy program.
Review of the review sheets:
I used the SGTC rating form alongside the class generated review forms. I liked the SGTC because there were opportunities to add more detailed information; how much time did you spend with the game, did it work; features tested; platform used. This type of information is helpful because it can contextualize the rest of the data to make it more meaningful for the review. For example, if someone did not play the games, their ability to rate the other functions with accuracy are limited. Extra data like age and date of review are additional perks about this review form that make it better than the class generated review.
Impression of the class generated review sheet:
I liked the class generated review sheet because it was aligned with the needs of a classroom teacher. It is important when reviewing a piece of software to think like a teacher and to understand what is important in the classroom and what in not necessary. I was appreciative of the range of response from strongly agree to strongly disagree as it offered a wide scope with which to evaluate each category. The links to curriculum is appropriate in the review. I was less excited about the entertainment category; I assume that students would use these games for educational purposes and not for entertainment so this category is less useful for me. Design is essential as it can be the catalyst for the students engagement. If the game is poorly designed, students would be able to use it effectively.