Assignment 501

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Chapter 2

Computer Applications in Education

INSTRUCTIONAL SOFTWARE

Programs developed specifically to deliver or assist with student instruction on a topic

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Instructional Software Classifications

  • Drill and Practice
  • skill practice
  • Tutorial
  • information delivery
  • Simulation
  • demonstration
  • exploration

Instructional Games

skill practice

exploration

Problem Solving

skill practice

exploration

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Problem of Identifying Types of Software

  • Today’s software packages
  • Hard to classify
  • Several different activities
  • Overlap of functions in one package
  • Example: Reader Rabbit
  • Drill activities
  • Problem solving
  • Games

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Recent Trends in Software Design and Delivery

  • Multimedia elements
  • Online access and components
  • Renewed emphasis on directed strategies and networked systems

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DRILL AND PRACTICE

Types

  • Flashcard activity
  • Branching drill
  • Extensive feedback activities

Criteria for well-designed programs

  • Control over presentation
  • Appropriate feedback
  • Answer reinforcement

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DRILL AND PRACTICE

Benefits

  • Immediate feedback
  • Motivational
  • Saves teacher time

Limitations and problems

Perceived misuses

Criticism by constructivists

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DRILL AND PRACTICE

Ways to use

  • To supplement or replace worksheets
  • To assist in preparing for objective tests

Guidelines for use

  • Set time limits
  • Assign individually
  • Use learning stations

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TUTORIALS

Tutorial types

  • Linear tutorials
  • Branching tutorials

Criteria for well-designed programs

  • Extensive interactivity
  • Thorough user control
  • Appropriate pedagogy
  • Adequate answer- judging and feedback
  • Appropriate graphics
  • Adequate record keeping

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TUTORIALS

Benefits

  • Immediate feedback
  • Motivational
  • Saves teacher time

Limitations and problems

  • Criticism by constructivists
  • Hard to find
  • Reflect only one instructional approach

M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.

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TUTORIALS

Ways to use

  • Self-paced reviews
  • Alternative learning strategies
  • When teachers are not available

Guidelines for use

  • Assign individually
  • Use learning stations or individual checkout

M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.

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SIMULATIONS

Types

Physical

Iterative

Procedural

Situational

Criteria for well-designed programs

System fidelity and accuracy

Good documentation to explain system characteristics and uses

M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.

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SIMULATIONS

Benefits

  • Compress time
  • Slow down processes
  • Get students involved
  • Make experimentation safe
  • Make the impossible possible
  • Save money and other resources
  • Allow repetition with variations
  • Allow observations of complex processes

Limitations and problems

  • Accuracy of models
  • Misuse of simulations

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SIMULATIONS

Ways to use simulations

  • Lab experiments
  • Replacement or supplement to role playing
  • Replacement or supplement to field trips
  • Introducing a new topic
  • Fostering exploration
  • Encouraging cooperation and group work

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INSTRUCTIONAL
GAMES

Game types

Rules

Elements of competition and challenge

Amusing or entertaining formats

Criteria for well-designed programs

Appealing formats and activities

Instructional value

Physical dexterity is reasonable

Minimum violence/aggression

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INSTRUCTIONAL
GAMES

Limitations and problems

Learning versus having fun

Confusion of game rules and real life rules

Inefficient learning

Benefits

  • High interest
  • Retention

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INSTRUCTIONAL
GAMES

Guidelines

  • Use sparingly
  • Involve all students
  • Emphasize content area skills

Ways to use

In place of worksheets and exercises

To foster cooperation and group work

As a reward

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PROBLEM SOLVING

Criteria for well-designed programs

Challenging and interesting formats

Clear links to developing specific problem-solving skills or abilities

Problem solving types

Specific to content area

General content-
free skills

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PROBLEM SOLVING

Benefits

  • Motivates students to solve problems and spend time on topic
  • Keeps knowledge from becoming inert

Limitations and problems

  • Names versus skills
  • Courseware claims versus effectiveness
  • Possible negative effects of directed instruction
  • Transfer

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PROBLEM SOLVING

Ways to use

Teach component skills in problem- solving strategies

Provide support in solving problems

Encourage group problem solving

Characteristics

  • Tools to help solve problems
  • Environments that challenge students to create solutions
  • Problems to help develop component problem-solving skills
  • Opportunities for practice in solving content-area problems

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Integrated Learning System (ILS)

Characteristics

  • Instructional objectives
  • Lessons integrated into standard curriculum
  • Courseware
  • Management system

Criteria for well-designed ILS

  • Good curriculum coverage
  • Good pedagogical strategies
  • Several different report formats
  • Easy-to-read and interpret reports

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Integrated Learning System (ILS)

Benefits

  • Help provide supplemental educational services required by NCLB Act
  • Benefits of drill, tutorials, simulations, instructional games, and problem solving—depending on selection
  • Easier to access via network or online
  • Personalized instruction
  • Summary progress data

Limitations and problems

  • Costs
  • Research on impact
  • Concerns about the role of ILSs

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Integrated Learning Systems (ILS) Guidelines

  • Cost of hardware and software resources
  • Estimate educational benefits
  • Obtain ILS updates from vendors
  • Evaluate ILS for match with expectations
  • Calculate personnel and fiscal impact

  • Clear problem
  • Closed or open system
  • Match scope and sequence
  • Match to target population
  • Adequacy of reporting and management system

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Integrated Learning Systems (ILS)

Ways to use

  • Remediation
  • Mainstream delivery system
  • Resource-rich environments

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Courseware Evaluation

Recommended Sequence

Begin with an identified need

Locate titles

Complete hands-on reviews

Collect student reviews

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Courseware Evaluation

Essential Questions

  • Does it teach?
  • Is the content accurate, current, and appropriate?
  • Is it “user friendly”?
  • Does it work correctly?

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Courseware Evaluation

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Courseware Evaluation

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