Artifact # 2
Software Evaluation: an analysis of Madeline: European Adventure computer software for Kindergarten to 3rd grade that integrates Social Studies, Geography, Language Arts and Math while accompanying Madeline on her European adventure.
Context
This evaluation was created in my Curriculum and Instruction class
during pre-service training at Appalachian State University to determine
if this piece of software is appropriate and/or effective to use in a classroom
setting.
Impact
This software is appropriate to use in a classroom as a center activity.
The software is easy for students to use, but it is best for the teacher
to explain to students how to get started with the game. The software
is a game in which the student plays the role of Madeline who is bilingual
in French and English. Madeline visits France, Switzerland, Italy
and Turkey over the course of the game. In each country, Madeline
has to complete a curriculum related task ranging from math to geography.
Students can work at their own pace to practice skills already discussed
or that will be discussed in class. Students enjoy playing the game
and are learning or reviewing useful information about European countries.
Reflecting on students' success with the software allows the teacher to
accommodate the instructional needs of the class and individual students.
I will also use the student computer log to monitor each student's time
working with the software in the center.
Alignment
The software evaluation includes Internet sites that contain additional
software evaluations for future use (Tech.
Comp. 10.3). The evaluation also aids the teacher in developing
a list of grade level appropriate software for multiple subjects (Tech.
Comp. 10.6). Using Madeline: European Adventure
as a center activity allows students to move at a pace appropriate for
their development and also provides the teacher with opportunities to address
each child’s learning and instructional needs (Tech.
Comp. 13.1). Based on the students’ reflection of their experience
with the software in collaboration with teacher-guided practice the students
are engaging in active inquiry and learning situations as they use both
verbal and nonverbal communication techniques to discuss their understanding
of the material (INTASC #6).