Theoretical considerations in selecting language arts software
Computers & Education
Evaluating educational software
Evaluating educational software
The cultural dimensions of educational computing: understanding the non-neutrality of technology
The cultural dimensions of educational computing: understanding the non-neutrality of technology
Courseware evaluation by teachers: an implementation perspective
Computers & Education
Basic concept microcomputer courseware: a critical evaluation system for educators
Educational Technology
Disappearing through the skylight: culture and technology in the twentieth century
Disappearing through the skylight: culture and technology in the twentieth century
Heuristic evaluation of user interfaces
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Evaluating software: a review of the options
Computers & Education
Choosing and using educational software: a teachers' guide
Choosing and using educational software: a teachers' guide
Evaluating interactive multimedia courseware—a methodology
Computers & Education
In defence of drill and practice in CALL: a reevaluation of fundamental strategies
Computers & Education - Special issue: emancipation through learning technology—selected papers from the EUROCALL '93 conference
An empirical study of a new paradigm for choosing educational software
Computers & Education
Usability and learning: evaluating the potential of educational software
Computers & Education
How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics
How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics
Selecting software tools for IS/IT curricula
Education and Information Technologies
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This paper examines the role of checklists as a device for evaluating CALL courseware. After defining checklists, it examines the reasons why courseware is difficult to evaluate compared to other educational materials. It then covers in detail the main objections to the use of checklists for courseware evaluation; articles in the CAL literature from the 1980s through the 1990s have complained that checklists are inaccurate, cannot deal with educational issues, lack objectivity and reliability, are biased, etc. The present paper then examines these claims one by one, finding either that the criticism is unjustified or that it applies equally to any form of courseware evaluation. The paper concludes with speculations, drawn from postmodern literary theory, as to why the checklist has been the target of so many unsubstantial attacks.