Website Evaluation for Classroom Use
I last taught in a classroom nine years ago. At the time I had never evaluated a web site to determine whether it was appropriate for classroom use. However, my children have been asked by their teachers to use sites at home over the last few years. I have learned a lot from watching what types of sites interest my children and which do not. In evaluating the sites that my children have enjoyed I have discovered things that I will be looking for when I am trying to determine which sites to use with my future first graders.
When evaluating a new web site for possible use with students, there are several things the site must have for me to consider using it. The first thing I will consider is if the site is appropriate for the age of my students. Because I will be teaching first grade, many sites I have previewed have content that is not within a first grader’s cognitive abilities. I will also look to see if the site’s content supports the concepts being taught. If the sites content supports the concepts then I will look at the quality of the instructional material. If the site is cognitively appropriate with quality instructional material and supports the educational concepts being taught, then I will look to see if the site is interactive, fun and engaging. First graders love to learn through play. If a site helps students feel as if they are playing and having fun while they are learning then I will consider the cost of the site and decide if the content is worth the price.
The authors of Untangling the Web (2013) presented some ideas worth considering when evaluating a site. The first thing they mentioned is that a site should have an education-friendly portal or educator accounts with privacy settings for students so the general public cannot see what students are doing on the site. I agree that this is an important consideration because school work, identity, and other personal information are not to be broadcast publicly. Children’s work is their own and should not be on display for the world to see without permission of their parents, and without a special accommodation. The internet is a wonderful resource full of great information, but it can also be a dangerous place and it is the responsibility of teachers and parents to protect children from those dangers.
Another element the authors feel should be assessed is the registration process. Sites that do not require registration are the types of sites educators should consider according to the authors. I agree with this idea because many schools do not allow students to use personal email while at school, which would make it difficult for students to use a site they had to register for. However, since there are advantages to auditing student accounts, a better alternative would be for the teacher to create those accounts on the student’s behalf. This way the teacher can track progress, assess the student, and analyze data over time, all while keeping the student’s information confidential.
I also support the idea that the authors discussed in regards to whether a site allows for private or public publishing. Students may not want to publish their work for the entire world to see. Therefore, privacy options are a very important consideration.
The final suggestion the authors mentioned looked at the cost. While the cost of the program needs to be worth the content, the authors mentioned being aware of free sites which I had never thought of before. They mentioned that all sites were developed at a cost. They cost of the site does not end once the site is created. There are several other costs as well including maintenance, service, and bandwidth. Therefore, money must be made as a result of the site for it to continue. Unfortunately, the money may come from inappropriate advertising that may flash across the site while students are using it. So, as a result, free sites may not always be the way to go.
References
Dembo, S. & Bellow, A. (2013). Untangling the web. Thousand Oaks, CA.:
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