|Overall Subjective Category
||This is a resource of very limited quality and value.
as a whole, this is a good resource but not one that other teachers are
likely to want to explore to learn about this technology.
as a whole, this is a valuable resource that your classmates and other
teachers would want to use if they were to use the chosen technology.
|Overview||No overview is included.
||Includes an overview of the technology.
||Includes an enticing overview of the technology that makes the reader interested in learning more about this technology.|
||Describes fewer than four ideas for how this technology can be used.
four different ideas for how this technology can be used in the
classroom or discusses the ideas so briefly that a teacher would be
unlikely to find the ideas informative.
at least five
different ideas for how this technology can be used in the classroom.
Ideas are presented in a way that a teacher would be likely to find
them useful and informative.
For most technologies, it would be best to include ideas from a variety
of grade levels and subject areas, but, if your technology is mainly
used for a special purpose, it is OK to limit this to one grade level
or subject area.
||The Web site is not publicly available on the Web and/or contains many technical errors.
||The Web site is publicly available on the Web but contains technical errors, such as elements that do work and broken links.
||The Web site is publicly
available on the Web and correctly uses whatever Web technology (HTML,
Weebly, etc.) that you use to create the site.
|External Technical Resources
||Contains links to fewer than five external resources about the technology.
||Contains links to at least five external resources but none provide a complete tutorial about the technology.
||Contains links to at least five external resources about the technology including at least one complete tutorial.
|External Academic Resources
||No article is cited and/or reviewed.
least one article about the technology is cited and linked from the
resource Web site along with a brief (1-2 paragraph review), but the
article chosen is not from a peer-reviewed journal.
least one academic reference about the technology is cited and linked
from the resource Web site along with a brief (1-2 paragraph review)
||Mostly ignores the Pecha Kucha Model.
||Generally, follows the Pecha Kucha Model but does not strictly follow the timing.
||Follows the Pecha Kucha Model
with each of 20 slides lasting for 20 seconds and is set to change
slides automatically. The presenters use the time appropriately, not
seeming to be rushed or leaving extra time for each slide.
||The presentation tends to leave viewers "scratching their head," wondering why they would use this technology.
||The presentation gives a good overview of the technology but tends not to make the technology enticing to viewers.
||The presentation gives an excellent
overview of the technology and gives the viewers the sense that this is
a technology that they can use.
||The presentation resembles a conventional (bulleted-list) PowerPoint more than a Pecha Kucha presentation.
slides of the presentation follow the Pecha Kucha Model to a moderate
degree but have limited graphics and/or an overabundance of text.
||The slides of the presentation
follow the Pecha Kucha Model fairly closely, consisting almost entirely
of graphics with limited text. Bulleted lists are avoided.
Return to ET605 Home Page.
This page was prepared by Dr. David M. Marcovitz.
Last Updated: August 26, 2014