Instructional
software is a hallmark of 21st century education, and is one
way in which classrooms can become “cutting edge”. Well-designed software can bring concepts to
life, motivate learners, offer individual support, and encourage collaborative
problem-solving. Instructional software refers to any type of
computer program that is specifically designed to deliver instruction or assist
with a topic’s instructional delivery (Roblyer & Doering, 2013, p. 77), and includes drill-and-practice,
tutorial, simulation, instructional games, and problem-solving functions. Many types of instructional software are in line
with both constructivist and directed teaching styles, although
drill-and-practice and tutorial programs are mostly in favor with the latter. Overall they help students explore topics and
encourage them to either generate their own knowledge or rehearse facts and
skills. Instructional software also
assists the teacher due to its ability to monitor student performance, provide
feedback, and include built-in aids allowing for individualized instruction. It
can save time, money, and resources by replacing field trips, teaching materials,
worksheets, and even supplemental teaching staff.
Other benefits
include:
Ø
Test
preparation
Ø
Memorizing/automatizing
low-level skills
Ø
Rehearsing
problem-solving procedures
Ø
Supplement
homework
Ø
Increased
student involvement
Ø
Constant
and immediate feedback
Ø
Personalized
experiences
Ø
Efficient
learning of complex tasks
Ø
Concentrate
focus on essential components
Ø
Explore
variables, play with time, repeat experiments
Ø
Entertaining
and positive learning experiences
Ø
Making
real-world connections
Please view my PREZI presentation
Instructional Software in the Classroom
Instructional Software in the Classroom
Teachers should ensure that the
software in use in their classroom is of a high quality, is in line with
objectives, and has clear relatively advantage to traditional teaching
materials. Making a habit of evaluating
software is important to ensure our students are learning from programs that
are easy to use and have an efficient and effective purpose. Before introducing a simulation, game, or
tutorial in my classroom, I ensure I’ve worked through the program through the
eyes of a student. I don’t necessarily
complete a formal review, but I do keep in mind issues of design, ability
levels, directions, assessment, ease of use, and technical quality. These websites suggest additional factors to
consider when reviewing educational software for classroom use, and may help to
create a more formal and habitual evaluation process and policy:
Evaluation Factors: Within the Plan for
Technology Implementation from Montague
Area Public Schools, we can find a valuable set of suggested qualities that
could be transformed into a checklist for software evaluation. Teachers could collaborate to critique
particular software in question, and come to consensus about a best product
depending on the factors which include content, appropriateness, questioning
techniques, motivation, creativity, learner control, objectives, feedback,
modifiability, record-keeping, documentation/support, technical quality,
start-up, hardware and peripherals.
How to Evaluate Software and Websites:
Author Gregg B. Jackson offers tips for personal software evaluation as well as
links to reliable evaluation guides and portals. The criteria include content, ease of use,
pedagogical strategies, standards-alignment, and impact evaluation. The
resource list includes Children’s Software Review and the International Society for Technology in Education, an extensive searchable
database.
In a similar way Warren
Buckleitner discusses software examination practices in his 1999 article The State Of Children's Software Evaluation. Here we
not only revisit some important questions to ask ourselves while reviewing
software, but we also consider different categories of reviewing bodies. For example, he describes the differences in the
effectiveness of reviews from school districts, software/hardware industry,
software catalogs, commercial magazines, trade group award programs,
universities, independent experts, and non-profit organizations. He compares their bias, depth, and up-to-date
contributions. The article briefly
discusses the history of software evaluation, and concludes with a list of contemporary
software reviewing bodies (as of 1999).
It is helpful for teachers to keep
on top of new software developments or options by searching through independent
company or organization reviews such as those that can be found at EducationWorld or SuperKids.com. Although these may be limited in scope, they
are typically peer-tested and peer-reviewed.
They are good place to start brainstorming when unit planning to get a
feel for “what’s out there”.
References
Buckleitner, W. (1999). The State Of Children
Jackson, G. B. (2000, May/June). How to Evaluate Educational
Software and Websites. TechKnowLogia,
57-58. Retrieved from http://arlington.k12.va.us/cms/lib2/VA01000586/Centricity/Domain/3914/evaluate%20software.pdf
Montague Area Public Schools. (n.d.) Appendix E. - Plan for Technology Implementation. Retrieved from http://www-personal.umich.edu/~sdbest/techplan/maps/App_e.htm
Roblyer, M. D., & Doering, A. H. (2013). Integrating
educational technology into teaching. Boston
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