E-assessments of students profoundly influence their motivation and play a key role in the educational process. Adapting assessment techniques to current technological advancements allows for effective pedagogical practices, learning processes, and student engagement. The "Handbook of Research on E-Assessment in Higher Education"…

This is a case study of faculty adoption and use of Horizon Wimba Virtual Classroom in online courses at a Southeastern University in the United States. The purpose of this case study was to explore faculty adoption and use of Horizon Wimba in their online courses. This inquiry is based on Yen et al. (2010) adoption factors (organizational,…

Portfolio assessment is a valid and reliable method to assess experiential learning. Developing a fully online portfolio assessment program is neither easy nor inexpensive. The institution seeking to take its portfolio assessment program online must make a commitment to its students by offering the technologies most suited to meet students' needs.…

Solutions to concern over computer software copyright infringement include seeking a licensing agreement with the software publisher or negotiating with a supplier for discounts on multiple copies of a program. The best sourcebook for guidance is "Software Quality and Copyright: Issues in Computer-Assisted Instruction," by Virginia Helm. (DCS)

Reviews of 142 education software packages are contained in this guide produced by Project SEED. Following listings of software by title, grade level, and subject area, the alphabetical list of evaluations provides information in the following areas for each program: (1) title; (2) producer; (3) copyright data; (4) grade level; (5) subject area;…

In formulating a practical guide for evaluators of social studies courseware, the fundamental elements of the "Evaluator's Guide to Microcomputer-Based Instructional Packages," (MicroSIFT, 1982) were combined with an abbreviated version of the National Council for the Social Studies (NCSS) adopted curriculum-specific guidelines. The categories…

Designed to aid teachers, school administrators, and parents in selecting educational software for grades K-12, this guide lists 193 programs chosen from over 6,500 evaluations conducted by 30 evaluation services in the United States and Canada. Following the introduction, which provides a detailed explanation of how the programs were selected,…

Presents evaluation guidelines for educational software for educators with limited knowledge of computers. (MD)

Outlines how the National Education Association's Educational Computer Service program for evaluation of educational software is run, and responds to critics of the program. (MD)

A new computer program designed to reach out into the community as well as train students, faculty, and staff includes a built-in evaluation program. (MD)

In the rush to purchase computers, some schools have reversed the normal course of curriculum development. First develop the objectives for computer use, then purchase the computers. (MD)

Presents and evaluates the National Education Association's for-pay software review program. Also reviews the 98th Congress's legislation relating to school software. (MD)

This courseware evaluation rates the "Grab a Byte" program developed by tne National Dairy Council. (The program--not included in this document--is divided into three sections: Grab-a-Grape uses a quiz-show format to examine students' knowledge of food groups; Nutrition Sleuth reinforces students' nutrient knowledge; and Have-a-Byte…

Reviews the historical evolution of computer-assisted instruction (CAI) and discusses recent advances in intelligent systems. Intelligent tutoring systems are described from the system designer's and learner's perspectives, and possible future applications are considered. A list of existing intelligent CAI systems is provided. (14 references) (CLB)

Proposes a method for evaluating courseware as an integral part of curriculum, based both on "curriculum commonplaces" (the curriculum content and all that surrounds it) and on educational values and beliefs; an evaluative matrix is offered, with the commonplaces arrayed along one axis, values and beliefs along the other. (MCG)