The document outlines criteria for evaluating information and communication technology (ICT) tools for educational purposes. It identifies 10 key criteria: age level, curriculum links, instructional content, engagement and interactivity, assessment, flexibility, media, usability, technical considerations, and support materials. Each criteria is then further described in terms of important factors to consider such as whether the tool is appropriate for the age of students, links to curriculum expectations, provides accurate and engaging content, allows for assessment, and has intuitive usability with necessary technical requirements and support documents.

1. CRITERIA TO EVALUATE
ICT TOOLS
Juan D. Cortés R.
Universidad Pedagógica Nacional
Based on: 'Tools for learning: technology and
teaching strategies', Learning to Teach in the
Primary School. By Eady, M. J. & Lockyer, L.
2013, Ch. 5.

2. CRITERIA TO EVALUATE
ICT TOOLS
• Age level
• Curriculum links
• Instructional contents
• Engagement and interactivity
• Assessment
• Flexibility
• Media
• Usability
• Technical considerations
• Support materials

3. Age level
 Is the application appropriate for the
age and year level of the students?
 Is the reading level of the text and
type of media appropriate?

4. Curriculum links
Links between
the
content/functions
of the tool and the
expectations of
the curriculum?
content and
examples relevant
to the curriculum?
new or different
ways to help teach
curriculum?

5. Instructional content
 Accurate information, complete and
current.
 Reliable sources
 encourage higher-order thinking
 culturally appropriate content and
present multiple perspectives

6. Engagement and interactivity
 Will the learner(s) be actively involved
in using the tool?
 Is feedback provided? Is the feedback
appropriate and meaningful?

7. Assessment
 Are assessment tasks included, or can
the teacher develop relevant
assessment tasks that link to the use
of the tool?

8. Flexibility
 Can all aspects of the tool be
integrated easily into classroom
activities?
 Can the tool be used for multiple
curriculum units?

9. Media
 Does the medium used support or
distract from the learning activity?

10. Usability
 Is the tool easy to use and intuitive?

11. Technical considerations:
 Does the tool work consistently?
 Are there special technical
requirements for using the tool? Does
the school have access to those
requirements?

12. Support materials
 Multiple forms of help (manuals,
context-sensitive help, and tutorials)?
 Are teaching support materials or
online resources available to help a
teacher embed the tool into lessons?

13. Webgraphy
 Eady, M. J. & Lockyer, L. 2013, 'Tools
for learning: technology and teaching
strategies', Learning to Teach in the
Primary School, Queensland
University of Technology, Australia.
 Available online :
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1413&context
=asdpapers