This module, Systemic Software Selection, will enable districts to make informed decisions regarding the development of a district-wide software selection committee and the purchase of software and/or online courses. In addition, this module validates the importance of a systemic vision for software and online content purchases.

Research has indicated that technology does impact student learning.

The ACOT Effectiveness Reports provide important research findings about the effectiveness of technology in education along with useful readings and links to additional information.
http://www.apple.com/education/k12/leadership/effect.html

Assessing the Impact of Instructional Technology on Student Achievement concluded that it is important that teachers emphasize the use of metacognitive skills, application of skills, and inquiry learning as they infuse technology into academic content areas.
http://www.thejournal.com/magazine/vault/A3297A.cfm

Mayer, Richard. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning & Instruction, 13, 125.

The promise of multimedia learning is that students can learn more deeply from well-designed multimedia messages consisting of words and pictures than from more traditional modes of communication involving words alone.

Hron, A. & Friedrich, H.F. (2003). A review of web-based collaborative learning: Factors beyond technology. Journal of Computer Assisted Learning,19, 70.

Web-based collaborative learning has a large potential for knowledge acquisition. However, it has different characteristics compared with conventional learning scenarios; especially with respect to the social communication situation, message exchange, cognitive load and participation of the learners.

• ISTE Standard I. Technology Operations and Concepts (A, B)
• ISTE Standard V. Productivity and professional Practice (A, B, C)

• ISTE Standard II. Planning & Designing Learning Environments & Experiences (A, B, D, E)
• ISTE Standard IV. Assessment and Evaluation (A, B, C)
• ISTE Standard VI. Social, Ethical, Legal and Human Issues (A, D)

• The participant will be able to explain the purpose of a district software selection committee, identify potential participants in the district software selection committee, and develop strategies on how to best plan for software purchases.
• The participant will learn how to use a protocol designed to evaluate software.
• The participant will learn how to use a rubric designed to evaluate online courses.
• The participant will collect and interpret data in order to evaluate the impact of software used to improve student achievement.

1. Do you thoroughly review software before making a purchase?
2. Have you ever served on a district software selection committee?
3. Have you ever conducted a software evaluation?
4. Have you ever used a formal process to evaluate software before purchasing?
5. Have you ever participated in an online course?
6. Have you ever taught and/or developed an online course?
7. Have you ever developed an alternative assessment tool?
8. Do you frequently use pre and post assessments to check for student progress?
9. Can you identify multiple data sources that inform your decision making process?

1. A performance task is found in Appendix A & B to assess the extent to which the participant met the first objective.
2. The participant will use the Software Review Protocol to evaluate a software title, and submit it to the Ohio SchoolNet Software Review site for feedback and approval.
3. The participant will use the Online Course Evaluation Rubric to evaluate a sample online course and submit a brief summary identifying the strengths and weaknesses of the online course.
4. The participant will make inferences about software effectiveness in the classroom through the use of a data analysis tool (e.g. spreadsheet) to analyze sample data.

• Knowledge of web browsers
• Basic email skills, including attaching documents to an email
• Familiarity with using a rubric
• Experience with electronic productivity tools in particular word processing and spreadsheets
• Access to state and/or national content and technology standards
  
  Suggested Timeframe
  • This module is in four sections with each section taking approximately one hour to complete.
  • Please note the Pre Assessment responses may extend or shorten the time it takes to complete the module.

• Computer
• Internet Connection
• Download: District Software Selection: An Enterprise Perspective - http://www.osn.state.oh.us/resources/document/documents/doclib_1702.pdf
• District adopted software application

Notes to the Instructor:
During this section of the module, participants are to be encouraged to view the selection of software as an enterprise-wide decision. Download the guide from the module or from the OSN website (http://www.osn.state.oh.us/resources/document/documents/doclib_1702.pdf) and provide a copy for every participant. The guide includes strategies, resources, questions and suggestions for a district software selection committee. In the appendix of the guide is an activity for use during the module. Encourage the participants to use the activity within their districts to develop a greater awareness for the importance of a systemic view of software selection.

Part I
Download the guide from the module or from the OSN website (http://www.osn.state.oh.us/resources/document/documents/doclib_1702.pdf) and provide a copy for every participant. Lead the group through the activity located in Appendix A & B.

1. What learning experiences and strategies utilizing this technology could participants provide in their classrooms?
2. What resources and equipment will be needed in the classroom?
3. What classroom management issues need to be addressed?
4. What assessment/evaluation strategies could be used to assess student knowledge and skill when using this technology? (For example: portfolios, checklists, demonstrations, rubric)
5. How might the participant utilize this technology in student assessment?
6. What legal and ethical issues should be addressed when utilizing this technology?
7. What health and safety issues should be addressed when utilizing this technology?
8. What research supports use of this technology skill(s) and knowledge in the classroom?
9. How would you address students' diverse learning needs when using this technology?
10. How can this technology be used to support learner-centered startegies that address students' diverse learning need?

• Encourage the District Software Selection Committee to explore the effectiveness of software applications currently in use throughout the district
• Review additional software applications using the Software Review Tool
• Review additional online content providers using the Online Course Evaluation Rubric
• Create a web page providing information about district software applications
• Apply results of evaluation process to future decisions about software selection
• Create district policies about software selection and use
• Plan professional development opportunities to increase effectiveness of software use on student achievement

Engage in related professional learning, such as:

• Online courses
• Skill modules
• Databases in the Classroom
• Using Inspiration in the Classroom
• Integration Modules
• Ohio SchoolNet State Technology Conference