http://www.merlot.org/merlot/viewMaterial.htm?id=552444
Quality of Content:
1. Does the software present valid (correct) concepts, models, and skills?
Yes, the software presents correct concepts, models and skills for teaching addition and subtraction to early elementary students.
2. Does the software present educationally significant concepts, models, and skills for the discipline?
Yes, the software presents educationally significant concepts, models and skills. There are models to show the skills and also help students who have a miss understanding.
Potential Effectiveness as a Teaching-Learning Tool:
1. What stage(s) in the learning process/cycle could the materials be used?
1. Explanation or description of the topic/stating the problem
This activity would not be used for an explanation of the topic.
2. Demonstration of the curriculum/exploration of the problem
Brightly colored pictures are used to demonstrate the skills of addition and subtraction.
3. Practice using the curriculum/analysis of the outcomes from solving the problem
The activity would be used best for practice of addition and subtraction facts. Students could use this activity to practice on their own.
4. Applying the curriculum to "new" problems/application of the outcomes to other problems
The activity starts out doing simple addition and subtraction problems then it moves into word problems. The students have to apply the simple facts to a word problem.
2. What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials?
The students will understand the concept of addition and subtraction.
3. What are the characteristics of the target learner(s)
The learners should be able to use the computer to navigate themselves through the PowerPoint slides.
4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
Yes, there are visual representations of the problems, which allow students to visually see the materials, and math problems that they are solving. It also provides support for students who are not successful answering a problem.
5. Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
Yes, the activity could easily be integrated into a unit about addition and subtraction.
6. Can the software be used in a variety of ways to achieve teaching and learning goals?
This activity could be used to help students understand and practice addition and subtraction facts.
7. Are the teaching-learning goals easy to identify?
Yes, they are presented in the description of the activity.
8. Can good learning assignments for using the software application be written easily?
Yes, the activity is a great learning assignment for students to use.
Ease of Use:
1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
Yes, very easy to see.
2. Does the user get trapped in the material?
No, it is easy to navigate.
3. Can the user get lost easily in the material?
No, it is very easy to follow.
4. Does the module provide feedback about the system status and the user's responses?
Yes, if a student makes a mistake they are able to see what they did wrong.
5. Does the module provide appropriate flexibility in its use?
Yes, if a student makes a mistake they are able to see what they did wrong.
6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
No, it would be simple for students to use without having a difficult time.
7. Does the material present information in ways that are familiar for students?
Yes, students are use to having pictures to help them solve problems.
Does the material present information in ways that would be attractive to students?
Yes, very brightly colored and kid friendly.
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