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.

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