Purpose: The purpose of this study was to better understand K-12 district leaders' reasoning and processes for selecting and deploying EdTech instructional products, including which, if any, types of data are used to support decision-making. Design/methodology/approach: This multisite case study of educational technology (EdTech) decision-making…

This summary presents selected findings to the full report "Use of Educational Technology for Instruction in Public Schools: 2019-20. Fast Response Survey System. First Look. NCES 2021-017" (ED615754). The full report is based on the public school survey "Use of Educational Technology for Instruction." The survey was conducted…

This report, the 20th edition of "Technology Counts," examines how schools are tackling tech training for teachers, "passive" vs. "active" use of digital tools, and online learning needs. Contents include: (1) Tracking 20 Years of Change in Ed Tech (Kevin C. Bushweller); (2) Poor Students Face Digital Divide in How…

A recent survey found many teachers are selecting instructional software programs without sufficient research. Outlines four areas to consider when buying instructional software. (MD)

The paper describes the decision process in the determination of software purchase for the professional's use of the microcomputer. Consideration to ensure that the software purchased will be a success, which software will be needed, and options that will facilitate the location and evaluation of software are discussed. (Author/CL)

The process of evaluating computer software is discussed, and a procedure is described which focuses upon ease of use, program content, instructional design and kind of incentive, value conflicts, input/output capacity, teacher management options, built-in authoring systems, and special learning needs. (CL)

Factors involved in deciding about commercial software for classroom use include the instructional, content, and technical characteristics of the software package. The importance of previewing software and the use of software with students as a part of the evaluation process are also to be discussed. (Author/CL)

Examines the problems in selecting a microcomputer and offers some suggestions on equipment and on procedures to follow in making a decision. (IRT)

Suggestions are offered regarding the use and selection of software with LD (learning disabled) students. The scarcity of appropriate software for the population is pointed out and a hybrid selection scale based upon several existing scales is described. It is noted that the major reason for rejecting software is the high readability skill…

Reprinted from "The Computing Teacher," this document contains software reviews for 23 computer programs that educators could use in the classroom or for administrative purposes. Each review describes the program by listing the program title, subject, producer, grade level (if applicable), hardware required, cost, and reviewer's name and…

This annotated bibliography lists 25 educational software programs that were recently judged winners by "Learning" magazine. Offered to provide guidance to practitioners in program selection, the listing includes programs in reading/language arts, mathematics, social studies, science, problem solving, and creative arts. (DG)

Ten teacher guidelines for selecting computer software programs for learning disabled students are outlined. (JW)

Presents an overview of the hardware and software required to network CD-ROMs in schools. Topics include network infrastructures, networking software, file server-based systems, CD-ROM servers, vendors of network components, workstations, network utilities, and network management. (LRW)

Presents some rules of thumb for parents and teachers who are developing software libraries. Includes comments on drill and practice software, programs (simulations and adventure games) that teach thinking/problem-solving skills, and programs that foster creativity. Also includes list of resources for selecting software. (JN)

A software guide was developed to help special education classroom teachers evaluate educational technology. The manual's format includes a program matrix and color coded subject sections as well as spaces for reviewer feedback. (CL)