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There is a lot of software available to teachers. However not all
software is created equally. This cohort examined a number of different
software titles and reviewed them. This will help teachers make informed
choices about software purchases.
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"I'm very interested in learning. As a teacher, you're a constant learner which makes you always a student," said Flora Wyatt, School of Education assistant professor, KUPDS director, and faculty advisor for the Evaluating Classroom Software cohort. "I think there's a commitment to do something that you feel is beneficial to society and that's one of the reasons I'm in the profession."
One way Flora Wyatt has fulfilled her commitment is through her involvement in the Learning Generation Evaluating Classroom Software cohort. As director of KU Professional Development Schools, Flora was able to offer her expertise to help two KU students and future teachers, Kathryn Zook and Sara Sieve, design and implement a project that worked to improve the quality of software that is integrated into PDS classrooms.
The cohort formed in 2000. Both Kathryn and Sara were going to be completing their fifth year internships in PDS classrooms and were very interested in technology and software. Therefore, the cohort focused its project on evaluating the software being used in each of the PDS sites. They gathered information about all the software available in each school and surveyed classroom teachers and others in charge of technology in the classrooms. Based on this information, they designed a software evaluation tool and evaluated every type of software available in the PDS classrooms. Next, the cohort provided its evaluation results with the PDS sites. Flora said the cohort looked at what software would "provide good learning opportunities for kids. It was a valuable project not only for them to learn about evaluation of software but it really shared the information with people who were using it."
Flora said that the one thing the Evaluating Classroom Software cohort didn't do that should otherwise be built into a cohort is training teachers directly to use technology. However, while the cohort was examining the software, teachers asked to learn how to use certain technologies. Because the cohort was working to identify teachers' needs, the cohort members were able to provide the teachers with someone to work with them and provide them technology training. "The only way you make an impact on a school is that…the teachers learn to do it," she said. "I think the product…was really a good evaluation of software. They did a good job."
The Evaluating Classroom Software cohort not only benefited the PDS sites, but the School of Education as well. "I think any time you have the opportunity to have the university in collaboration with a school and you have your students involved, it gives them a better picture of what schools are like. I think collaboration always helps learning," Flora said. "I think it helps our students understand…what the problems are out there. Hopefully they can be a change agent when they go out and can help make things happen because they can support and encourage use of technology."
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