Multimedia software Multimedia software (Squeak).(Squeak).

Mawahb Ahmed Ba-Hajjaj.Ameera AL-Mashhoor Ba-Omar.

Part 1Part 1StandardsStandards

Pedagogical aspectPedagogical aspectGoal:Goal:

Information of sufficient scope to Information of sufficient scope to adequately cover the topic for the intended adequately cover the topic for the intended audience audience

Logical progression of topics Logical progression of topics Variety of activities, with options for Variety of activities, with options for

increasing complexity increasing complexity

Accuracy of content:Accuracy of content:

Error-free information Error-free information Current information Current information Objective, balanced presentation of Objective, balanced presentation of

information information Bias-free viewpoints and images Bias-free viewpoints and images Balanced representations of cultural, Balanced representations of cultural,

ethnic, and racial groups ethnic, and racial groups Correct use of grammar, spelling, and Correct use of grammar, spelling, and

sentence structure sentence structure

Instructional DesignInstructional Design New information is presented in context, and New information is presented in context, and

related to previous information (prior related to previous information (prior knowledge).knowledge).

Feedback is used appropriately.Feedback is used appropriately. Student and teacher can control rate, sequence Student and teacher can control rate, sequence

and level of difficulty.and level of difficulty. Summaries and reviews are provided.Summaries and reviews are provided. Uses a variety of displays, sound, color and Uses a variety of displays, sound, color and

response modes appropriately.response modes appropriately. Sound can be turned on and off and is used Sound can be turned on and off and is used

appropriately. appropriately.

MotivationMotivation

Program holds student attention, keeping Program holds student attention, keeping student on task.student on task.

Program does not insult or demean Program does not insult or demean student.student.

Program preserves student's privacy (e.g., Program preserves student's privacy (e.g., no loud identifying noises when student no loud identifying noises when student makes errors). makes errors).

technical aspecttechnical aspectNavigation: Navigation:

Rapid retrieval of information and screen Rapid retrieval of information and screen transitions transitions

Intuitive icons, menus, and directional Intuitive icons, menus, and directional symbols that foster independent use symbols that foster independent use

Controllable pace, including options for Controllable pace, including options for stop/pause/exit stop/pause/exit

Controllable sound Controllable sound

user-friendlinessuser-friendliness

Students can use program independently Students can use program independently (i.e., without aid of a manual or teacher).(i.e., without aid of a manual or teacher).

Help procedures are available on-line.Help procedures are available on-line.Students can move forward, backward or Students can move forward, backward or

to the menu.to the menu.Manual is clearly written and useful.Manual is clearly written and useful.Makes appropriate use of prompts.Makes appropriate use of prompts.Student can re-enter program at previous Student can re-enter program at previous

point of exit. point of exit.

Presentation: Presentation:

Information presented in a manner to stimulate Information presented in a manner to stimulate imagination and curiosity imagination and curiosity

Activities that provide opportunities for creative Activities that provide opportunities for creative problem solving problem solving

Use of appropriate and supportive feedback Use of appropriate and supportive feedback Options for help, tutorial segments Options for help, tutorial segments Uncluttered screen displays Uncluttered screen displays Captions, labels, or legends for visuals Captions, labels, or legends for visuals Legible text and print size that is appropriate for Legible text and print size that is appropriate for

the intended audience the intended audience

DocumentationDocumentation Technical Information: Technical Information:

Descriptions of specific hardware requirements for Descriptions of specific hardware requirements for operating the application operating the application

Instructions for installation and operation Instructions for installation and operation Toll free technical support telephone numberToll free technical support telephone number

Teacher's Guide: Teacher's Guide: Description of target audience Description of target audience Summary of the contents of the application Summary of the contents of the application Instructional and/or behavioral objectives Instructional and/or behavioral objectives Suggestions for classroom use, lesson plans, related Suggestions for classroom use, lesson plans, related

activities activities Ancillary materials for student use, such as camera-ready Ancillary materials for student use, such as camera-ready

worksheets and activity pages worksheets and activity pages

Multimedia software (Squeak).Multimedia software (Squeak).Part 2Part 2

Screen ShotScreen Shot

Overview:Overview:

An An educationaleducational tool for teaching children tool for teaching children powerful ideas in compelling ways. It is a powerful ideas in compelling ways. It is a media-rich authoring environment and visual media-rich authoring environment and visual programming system. It is a free software programming system. It is a free software program that works on almost all personal program that works on almost all personal computers. Students face several stumbling computers. Students face several stumbling blocks that can prevent them from making the blocks that can prevent them from making the most of their time in school. One is motivation. most of their time in school. One is motivation. Most kids would rather do anything than sit and Most kids would rather do anything than sit and listen to lessons that don't feel relevant.listen to lessons that don't feel relevant.

Even with motivated children, there's still Even with motivated children, there's still another problem: they are often taught how but another problem: they are often taught how but not why. They may do well on tests, but never not why. They may do well on tests, but never learn to think for themselves. Children use learn to think for themselves. Children use Squeak to make their own models, stories, and Squeak to make their own models, stories, and games, which keeps them engaged because it's games, which keeps them engaged because it's a lot of fun. But Squeak isn't just child's play. It's a lot of fun. But Squeak isn't just child's play. It's a highly effective way to teach math, science, a highly effective way to teach math, science, and language arts, although many children won't and language arts, although many children won't realize this. Instead they'll stay immersed in realize this. Instead they'll stay immersed in discovery, reaching eagerly for each new idea, discovery, reaching eagerly for each new idea, making their lessons more meaningful than with making their lessons more meaningful than with a "face-front" approach a "face-front" approach

Young children learn best by experimentation Young children learn best by experimentation and play. Kids are wired to grasp, drop, stack, and play. Kids are wired to grasp, drop, stack, and smash the world around them, often without and smash the world around them, often without adult encouragement. Problems start when adult encouragement. Problems start when students are taught things they can't see or students are taught things they can't see or touch. Math and grammar are difficult because touch. Math and grammar are difficult because they're less real than wooden blocks. Squeak they're less real than wooden blocks. Squeak makes abstractions more palpable, allowing makes abstractions more palpable, allowing children to visualize and explore new ideas.children to visualize and explore new ideas.

Methodology:Methodology:

Squeak has the potential to transform Squeak has the potential to transform education through the use of the education through the use of the computer. With this tool the computer can computer. With this tool the computer can be used in a constructive manner to allow be used in a constructive manner to allow learners to explore and build. The software learners to explore and build. The software we describe can be used in the classroom we describe can be used in the classroom or at home with parents because NASA or at home with parents because NASA CONNECT™ is free to the public and is CONNECT™ is free to the public and is accessible on the Internet.accessible on the Internet.

Teacher’s role:Teacher’s role:

Encourage students to interact, control Encourage students to interact, control and response to the Squeak. and response to the Squeak.

Guide the learner throughout learning from Guide the learner throughout learning from the beginning (objectives) to the end the beginning (objectives) to the end (evaluation)(evaluation)..

Student’s control:Student’s control:

Follow linear programmed instruction or Follow linear programmed instruction or branching design branching design

Computer-management capabilities (e.g. Computer-management capabilities (e.g. data collection)data collection)

Part 3Part 3

Instrument:Instrument:

We use checklist to evaluate the software We use checklist to evaluate the software and know if it is compatible for grade Eight and know if it is compatible for grade Eight students.students.

http://FreeOnlineSurveys.com/rendersurvey.asp?sid=ve9ahgludao2iyv761377

ChecklistChecklist This instrument is aimed to assign your view on the This instrument is aimed to assign your view on the

tutorial of using Squeak (Multimedia Software) in grade tutorial of using Squeak (Multimedia Software) in grade 8, through posting your comments in these items.8, through posting your comments in these items.

Personal data:Personal data: Name:Name: Gender:Gender:

(Required)(Required) Region: Region:

(Required)(Required)

For each item below, please check on the selection For each item below, please check on the selection that best describes you.that best describes you.1.Excellent1.Excellent 2. Very good2. Very good 3. Good3. Good 4.Poor4.Poor

Pedagogical aspects:Pedagogical aspects:

Items 1 2 3 4 Goals:

Is the Information of sufficient scope to adequately cover the topic for the intended audience?

How logical is the progression of topics?

Instructional Content

How appropriate is the Content sequenced (task analyzed)?

How appropriate is the level of difficulty for stated age/grade levels (e.g. content, vocabulary and readability)?

Is the Squeak offers variability for repeated users?

Is the content of the lesson represents an important curricular topic?

Accuracy:

How much is the (Squeak) free of information’s error?

Is the information up to date?

Is the Squeak bias-free viewpoints and images?

How much is the grammar, spelling, and sentence structure is correct?

Motivation:

How much the Squeak does holds student attention, keeping student on task?

Appropriateness:

How appropriate are the concepts and vocabulary to the students’ abilities?

How much is the Interaction compatible with the physical and intellectual maturity of intended audience?

Technical AspectsTechnical AspectsItems 1 2 3 4Navigation:

How rapidly you can transition in the Squeak?

Does it have navigation icons, menus and directional symbols?

Does it meet individual pace by including options for pause or exit?

Presentation:

Does the content presented in a way that enhances imagination and critical thinking?

Does the Squeak have Squeak’s segments?

Are there any captions for visuals?

How appropriate is the legible text for audience?

Quality:

Does the visuals related to the content?

Does the sound clearly and related to the content?

User friendly:

Can students use it independently (i.e., without aid of a manual or teacher)?

Can Students move forward, backward or to the menu?

Performance:

How effective are the screen displays?

Does the Squeak avoid unnecessary delays (e.g., slow loading of graphics)?