Theoretical considerations in selecting language arts software

Abstract The goal of this paper is to reveal and discuss current assumptions about what constitutes excellence in language arts software. Beginning with a description of commonly accepted guidelines, we will argue that software evaluation criteria focus mainly on technical rather than on learning and educational issues. However, even when educational values are considered, the categories are structured in a manner favouring programs that use a linear, sequential presentation format, with behaviorally stated objectives guiding the instruction. Given our perception on the inadequacies of current software evaluation guidelines, we will then propose an a priori question, one that emphasizes learning issues within the language arts curriculum. The essence of our paper is embedded in the old homily, “There is nothing as practical as a good theory.” Like Pearson and Kamil[1], we use the word “theory” not in the strict scientific sense, that is, as an abstract representation of an explanation for a particular set of phenomena, but in an informal manner, where assertions and descriptions serve more like metaphors. We also agree with Pearson and Kamil that while language arts theories and models cannot approach the precision and rigor often found in the physical sciences, they may nonetheless be useful for instructional purposes (p. 1).