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App Use for Engagement
This document provides a checklist for evaluating mobile apps for student engagement. It contains sections on assessing whether the app promotes skills development or content creation, how it incorporates social feedback, and how well the app is organized for classroom use. Teachers are directed to review elements in each section and indicate whether an app includes strategies as "yes, no, or maybe." The goal is to determine if an app supports curriculum goals and engaged learning through skills practice, feedback, and reliable access.
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App Use for Engagement
- 1. Rajan Sockman (ESU) & Whitman (NASD) – Mobile Summit, Fall 2014 1 App use for Engagement Title of App: Directions: First, determine if the app is a skill or creation app and select the corresponding engagement element on the checklist. Second, determine how the social – management feedback is used and select the corresponding engagement element. Overall Curriculum YES NO MAYBE Is there a curriculum connection? ☐ ☐ ☐ Is the app developmentally appropriate? ☐ ☐ ☐ Cognitive Domain -‐ Engagement Skills – App (Remembering, Understanding, Applying, Analyzing, Evaluating) Skills App-‐ should have at least 2 elements with a “yes.” YES NO MAYBE Targeted: Are the skills connected to targeted skills or concepts? ☐ ☐ ☐ Purposeful – Just-‐in-‐time learning: Do the students need the skills to complete an immediate task? ☐ ☐ ☐ Differentiation-‐Content Skill Level: Are the students guided or given a choice based on individual skill level? ☐ ☐ ☐ Differentiation through Modalities: Are at least 2 modalities used (verbal, aural, visual, tactile/kinesthetic)? ☐ ☐ ☐ Diverse Perspectives: Are different perspectives used? ☐ ☐ ☐ Creation App (Applying, Analyzing, Evaluating, and mainly à Creating) Creation App -‐ should have at least 1 element with a “yes.” YES NO MAYBE Authentic: Is use nested within a “real world” task (problem or project based etc.) that is meaningful? ☐ ☐ ☐ Differentiation through Content Level: Are various levels of understanding accepted? ☐ ☐ ☐ Differentiation through Modalities: Are at least 2 modalities used when learning or creating (verbal, aural, visual, tactile/kinesthetic)? ☐ ☐ ☐ Diverse Perspectives: Can individuals be creative and individually design or express ideas/concepts? ☐ ☐ ☐
- 2. Rajan Sockman (ESU) & Whitman (NASD) – Mobile Summit, Fall 2014 2 SOCIAL – Management Explanation: Feedback is given within a social context. The instructor needs to manage how feedback is given and how often. Feedback should be appropriate to the task, learning needs and doable with the time given. Feedback should be given so that the student can modify or reinforce performance as needed. Feedback There should be least 1 element with a “yes.” YES NO MAYBE Immediate Feedback: Is feedback immediate so that the student can improve performance? ☐ ☐ ☐ Motivating Feedback: Is the feedback interesting to the student? (visual imagery, audio, animation etc.) ☐ ☐ ☐ Peer Timely Feedback -‐ written/audio/video/face-‐to-‐ face: Can peers give appropriate feedback the same day or within 1-‐2 class periods or days? ☐ ☐ ☐ Instructor Timely Feedback -‐ written/audio/video/face-‐to-‐face: Can the instructor give individual feedback the same day or within 1-‐2 class periods or days? ☐ ☐ ☐ Assessment: Do assessment measures align to app use and the learning goals (curriculum, rubric, checklist etc.)? ☐ ☐ ☐ Organization YES NO MAYBE Distribution & Collection: Are the digital devices distributive in a time efficient & effective manor? ☐ ☐ ☐ Student Involvement -‐ Ownership: Do the students have explicit responsibilities that instill ownership to manage the digital devices? ☐ ☐ ☐ Reliability: Is the app reliable to use productively? ☐ ☐ ☐ Trouble Shooting: Is there support for troubleshooting? ☐ ☐ ☐ Notes