If you’re skeptical that machines could teach students how to feel and behave, you have good reason to be. Most of the time they can’t. But a growing body of research shows that computers – with the right programs, in the right circumstances – can do that and more. Effective computer-based training can build personal strengths, reduce risk factors, empower students to solve problems and prompt communication with adults. The results are greater resilience, higher grades, reduced truancy, decreased discipline problems and stronger social bonds. But not all computer-based training is alike. Good intentions and worthy goals don’t always – or even often – translate into effective programs. To be sure you get something that can work today and over the long term, systematically evaluate computer- based programs before you buy.

A“baker’s dozen” questions to ask.

1. What problem does it solve? Choose a program that moves you closer to a specific goal (like a higher graduation rate), and solves a real problem (like disproportionate discipline, an academic achievement gap, or excessive truancy). If it doesn’t meet this most basic criterion, it will end up on the shelf.

2. Is there proof it works? Be sure both the content and learning processes in the program are grounded in rigorous theory and research. NCLB funding requires it and students deserve it. Look for documentation of the theoretical base and positive objective outcomes, not just from academic studies, but also across a range of real world sites and situations.

3. Is it accessible to all learners? Universal learning design makes multiple learning strategies and approaches accessible to students with diverse learning styles, different levels of English language competence, varying attention spans, and a wide range of special needs. Look for sound assisted, reading-independent options. Check for multiple approaches to every lesson: case studies, cognitive framework, compelling illustrations, behavioral training, true stories, peer modeling, kinesthetic exercises, affective motivation, skill rehearsal, transfer training, media analysis, journaling, content assessment, interactive self-profiles and feedback systems.

4. Is it culturally competent? Look not only for diverse images, but also for diverse speaking voices, active promotion of diversity appreciation and frank discussion of issues like racism, special education, religious diversity, immigration, and English as a second language. Look for inclusion of culturally mediated issues that affect school performance, such as attitudes toward learning, the role of fate, and alienation from school, peers or community.

5. Does it ensure confidentiality? Look for password protected, encrypted programs. In general, programs that store data on a "firewalled" client computer hard drive or on a server, are less susceptible to security breaches than those that store student data on the Internet.

6. Does it make you feel stupid? Avoid any program that makes you or your students feel stupid. If it’s too complicated, if it’s easy to do things “wrong,” if only techies can get it, it’s not a good choice.

7. Is it boring? Sometimes it seems like you have to choose between programs that are scientifically rigorous, but boring, and those that are user friendly and engaging, but ineffective. Find the programs that are both engaging and proven effective. Easy interactivity is a must. Empowerment will be the natural outcome.

8. Is it flexible and adaptable? The best programs are easily adaptable for site-specific implementation. Rigid curricula end up sitting on the shelf. They don’t get buy-in from teachers who want to craft their lesson plans based on a changing environment. Generic intervention programs often fail to meet the specific needs of individual students. Look for programs that provide enough structure that you don’t feel overwhelmed, but not so much that your hands are tied. Choose programs that allow for a) universal promotion, b) targeted prevention, c) individualized intervention.

9. Is content comprehensive? Avoid “one offs” that address a single issue, but can’t easily be integrated into other programs, or that become obsolete as soon as the latest social fad passes. Look for programs that build strengths or assets (protective factors), provide strategies to solve a wide range of concrete problems, and address underlying reasons for those problems (risk factors).
10 How sustainable is it? Look for programs that include systems for planning, administration, monitoring and support. Needs assessment, “just in time” training and technical assistance, simple ways to monitor student progress and assess objective outcomes, interoperability with student information systems, the ability to customize content, to delete controversial topics, and to keep up with changing district mandates are all important for long term sustainability.

11. Are outcomes guaranteed? Look for clear accountability. Ask for a guarantee. Make sure you know what is realistic to expect and what you have to do to ensure you get those results. If a seatbelt maker failed to guarantee the effectiveness of its seatbelts, the public would be outraged. But it’s the exception, not the norm, for providers of educational materials to guarantee outcomes.

12. Does it make economic sense? Look for affordable programs that have a low per-student cost, meet criteria to draw funding from several sources, and present a clear formula for calculating your return on investment, both social and financial. Look for programs that can increase return on your existing investments, as well as adding new value.

13. Can you trust the provider? Choose a company that is marked by integrity, has recognized expertise in the field, walks its talk on diversity issues, provides tech support, “plays well with others,” and stands behind its products.