Diana Williams

Evaluating Educational Software for Special Education

are formative and summative evaluations, education consumers often assume that the software they have purchased has undergone evaluation with a target population (e.g., students with learning disabilities, third graders, students for whom English is a second language, students considered at risk) and that it will help them achieve desired educational outcomes for specific learners. Although many software developers know it is important to consult with educational experts, some companies still develop software without taking into account educational factors that may affect learning (Geisert & Futrell, 1995). In their research, Lockard, Abrams, and Many (1997) found that educators’ concerns included the fol-

Teacher Beliefs About Educational Software: A Delphi Study

Abstract A Delphi method was used to determine the extent to which current educational software was meeting the needs of teachers; as well as what changes needed to occur in educational software to make it more effective. Five overarching themes emerged: (a) instructional design issues, (b) curriculum, (c) materials, (d) cost, and (e) meeting specific needs. The cost of software was a concern throughout the study. The belief that educational software should be grounded in both content and purpose was also a major concern. Deficiencies and suggestions for improvement were found.