Educational Web Site Evaluation & Integration Example

In order to complete this task, these steps were performed:

1. One web site for evaluation was located. This was educationally oriented and
could be used within the selected curricular area. The web site was
matched as clearly as possible to the targeted learner group (e.g., early
childhood, elementary, middle school, senior high, post-secondary, adult, etc.)
within the field experience setting.
2. An evaluation rubric for the education web site was completed.
3. At the bottom (after the table) of the evaluation form, a word-processed
integration scenario was created. This scenario includes elements of the
information rated on the rubric, but does not recount what has already been
included through t he evaluation. Rather, it indicates how the web site would
be integrated given the elements noted in the form.
Web Site Title/Name: The Titanic in the classroom
Web URL: http://www2.nexus.edu.au/Teachstud/titanic2/home/titic1.htm
Category: Vocabulary Development
Sponsoring Publisher/Company/Organization/Person: Dept of Ed & Child
Services (Australia)
Password required (highlight your answer)?
Y
N
Subscription fee required (highlight your answer)?
Y
N
Special software/hardware required to view/interact with site (e.g.,
headphones, digital tablet, digital pen, touch screen, etc.)? None

Rate the following items according to the following scale:

0 = Not applicable; 1 = Very Poor; 2 = Poor; 3 = Adequate; 4 = Good; 5 = Very Good
Content: It is easy to determine the content focus of the site; the content
4
is thoroughly covered and/or documented.
Organization: The sites organization enhances the users experience
4
and does not detract from the sites purpose.
Navigation: The navigation paths through the site are intuitive; the
4
number of clicks required to reach the desire information is not
burdensome.
Ease of Operation: The navigation scheme is apparent; graphics and
4
text enhance the navigation process.
Visual Appeal: The interface (home page & associated pages) is
3
appropriate for the targeted user (e.g., children, adults, specialists within
the content area, etc.); the visual elements motivate the user to return to
the site.
Motivation: The site will stimulate the user to visit and revisit; the level
4
of information on the site is appropriate for the targeted learners age;
the site promotes critical thinking.

Created by J. Strickland, ISU

Accuracy of Information: The site contains information that is

accurate, current, and complete.
Legal Compliance: The site contains copyright information, and/or site
usage terms; privacy policy guidelines.
Suitability to Purpose: The site teaches (provides) what it claims; the
site is appropriate for its designated purpose.
Readability of Text: The material is appropriate for the grade
level/educational level of the targeted group; the vocabulary specific to
the material presented is explained; the font (style, size, etc.) is
appropriate and clear on the computer screen.
Readability of Graphics: The graphics (pictures, animation, video,
etc.) are clear and recognizable; the graphical elements are appropriate
for the grade level/educational level of the targeted users.
Appropriateness for Target Group: Overall, the site is appropriate for
the age range/grade level(s) and subject matter content for which it is
targeted.
Educational Value: Overall, the site would enhance the learningteaching context of the classroom.

Total Rating Score:

Total Evaluation Index (Average) Score:

4
5
4
3

3
4
4

50/65
3.8

Integration scenario:
Appropriate areas for use of this web site include both middle school and high
school English (writing). This site could be integrated in a descriptive or narrative
writing lesson. Through the database, and accounts from passengers and crew,
the learner can gain information for planning the essay. The site could also be
used as a research basis to springboard to other resources and information.
Journal entries and recounts of the Titanic voyage and disaster can be read;
newspaper accounts are available, including attempts to recover relics from the
cruise liner. In addition, drawings of the Titanic are provided. The complete layout
can also be viewed by deck and area.
The site should only be used with planned guidance from the instructor it is
not intended to be a complete repository of information regarding the Titanic or of
that period of history. The instructor should provide other stimuli for encouraging
the writing process, such as music from the period, or from the popular movies
and albums created in the recent past. Art could also be brought into the
classroom, either through paper reprints or through virtual tours of art galleries.
Historical context could also be represented in either a whole-class approach, or
through group/individual centers within the classroom or school. Helping learners
be aware of resources beyond print formats can be a coincidental result.
Appropriate formatting in a writing style (APA, MLA, etc.) could be taught with the
writing assignment, as well as copyright law reminders.
The sponsoring agent, The Department of Education & Childrens Services in
Australia, provides verification of where the data originated. The web site

Created by J. Strickland, ISU

obtained high ratings for most categories (see Educational Web Site Evaluation
table). Therefore, under the teachers guidance, students should find the site not
only informative, but motivating for delving deeper into the disaster, and/or this
time period in history lifestyles, economics, discrimination, and politics.
Perhaps the intended purpose of this web site can be summed in the following
excerpts from the sponsor:
The function of software such as this is to lead the student behind the
facts, figures and names, and bring them face to face with the human
dimension of the situation. Thus to set them straight to work ferreting
through the data, answering questions and filling in work sheets would be
a total misuse of the resource.
To prevent this, the teacher needs to set the scene so that the students
are aware of the society of the day - its attitudes and values, its view of
itself and its view of the rest of the world - a daunting task for students
who live in an age where air travel is the preferred means of mass
international transport and the latest disaster can be viewed the same
night while having tea!!
It is intended that students use the databases to come face to face with
issues that are obvious the relative numbers of different classes that
were saved; the numbers in each lifeboat; the opulence of the rich; as well
as many of the more subtle aspects of the situation - the gaps and
inaccuracies in the original data; the attitudes toward immigrants; the
categories of crew that survived; the effect of different officers interpreting
the same order in different ways. (online)

Created by J. Strickland, ISU