4. Definition:
This type of instructional software
provides exercises in which
students repeatedly work through
different items, and receive
immediate feedback for their work
(feedback levels and depth varies).
6. Potential benefits:
• Assists in students’ need to transfer newly
learned information into long term memory.
• Successful at helping kids learn correct
procedures.
• Helps prepare students for higher-order skills
through first gaining automaticity and fluency.
• Compared with pencil-and-paper worksheets,
software is more efficient and appealing to
students (hence increases motivation).
• Saves teacher’s time!
7. Potential disadvantages:
• Misuse by teachers (as a way to introduce
new skills, or use it too much).
• It contradicts the Reconstructed
Curriculum idea that students learn and
use skills in an integrated and authentic
way.
8. Suggested guidelines for use:
• Set time limits (10-15 minutes per day)
• Assign individually (differentiate)
• Don’t assign if students don’t need it!
9. Definition:
An entire instructional sequence on a topic.
It is usually a specific instructional unit
rather than a supplement to other
instruction.”
There are 2 types of Tutorial software:
• Linear tutorial- Offers no differentiation.
• Branching tutorial- more sophisticated;
directs students on alternate path based on
performance.
11. Good tutorials should include:
• Extensive interactivity
• Provide appropriate feedback.
• Thorough user control (especially for
pacing)
• Appropriate pedagogy (in terms of
sequence, explanation, etc)
• Adequate answer-judging and feedback
capabilities.
• Appropriate graphics
• Adequate record keeping.
12. Benefits:
• Same as Drill-and-Practice software
(feedback, motivation, and time saving).
• Self-contained and self-paced unit of
instruction.
• Can be used as an alternative learning
strategy.
• Can be used independently, when the
teacher is unavailable
13. Potential Limitations:
• Direct instruction rather than allowing
students to generate their own
knowledge through hands-on projects.
• Lack of high quality products
• Reflects only one instructional approach
(no teacher choice in how it is taught
and what is included)
17. Types of Simulation Software:
• Physical simulations- user can
manipulate things or processes.
• Iterative simulations- manipulates speed
(slows down or speeds up the process)
• Procedural simulations- teaches the
appropriate sequence.
• Situational simulations- presents
hypothetical problem situations and the
user is to react to them.
18. Benefits:
• Depends on how they are used, and
whom they are used with…
• Works best when combined with non-
simulation activities.
• Usually better than real-life
demonstrations (novice teachers often add
too much peripheral information that
confuses students)
• Compresses time (when teaching about
slow processes)
19. More Benefits:
• Slows down processes
• Gets students involved (user choice and
interaction)
• Makes experimentation safe
• Makes the impossible possible (access to
resources, allows for creativity, etc)
• Saves money and other resources.
• Allows for repetition with variations.
• Allows observation of complex processes.
20. Limitations:
• Criticism- Does not, and should not,
replace the hands-on nature of real
experimentation.
• Inaccuracy of models.
• Teacher misuse of simulations (i.e., when
a process can be shown quickly and with
little resources)
21. Suggestions for use:
• Use instead of, or as supplement to, lab
experiments.
• Use instead of, or as supplement to, role-playing.
• Use instead of, or as supplement to, field trips.
• Introduce and/or clarify a new topic.
• Foster exploration and process learning (emulate
in-class science lab)
• Encourage cooperation and group work.
22. • Definition:
Software that adds
game-like rules and/or
competition to learning
activities.
26. Potential Limitations:
• Learning vs. having fun
• Confusion of game rules and real-life
rules
• Inefficient learning
• Classroom barriers (insufficient
school resources which effect
widespread implementation).
27. Suggested guidelines for use:
• Use sparingly
• Involve all students
• Emphasize the content-area skills
first
28. What is Problem Solving?
“[a] cognitive processing directed at
achieving a goal when the solution is
not obvious”
Components:
• Recognition of a goal (opportunities to solve problems)
• A process (process of physical activities or operations)
• A mental activity (cognitive operations to pursue a
solution)
30. This type of software focuses on:
• fostering component skills in (or
approaches to) general problem-solving
abilities
• providing opportunities to practice solving
different kinds of content-area problems.
31. Benefits:
• Promotes visualization in math-related
problem solving.
• Improves interest and motivation
• Prevents inert knowledge (by illustrating
situations in which skills apply).
32. Potential limitations:
• Names vs. Skills- Too many synonyms for
“Problem Solving” can hinder teachers’
choice of appropriate software.
• Software claims vs. effectiveness
• Possible negative effects of directed
instruction (the belief that it should not be
taught per se, but through real life
situations).
• Transfer to real life situations.
33. Steps for integrating problem-solving
software for directed teaching:
1. Identify particular skill/s or capabilities.
2. Decide on activity/ies that will help teach the
desired skill.
3. Research software that helps teaching this
skill (but don’t believe the vendors!).
4. Determine how it fits into the teaching
sequence.
5. Model the use of the software and the steps
for problem solving.
6. Build in transfer activities.
34. Suggestions for integrating problem-solving
software according to constructivist Models:
1. Allow sufficient time to explore, but provide some
structure (directions, goals, schedule, organized
times, etc.).
2. Differentiate the amount of direction to students.
3. Promote a reflective learning environment (include
discussions about the process).
4. Emphasize thinking processes, not correct answers.
5. Discuss the relationship between the software
activities and other types of problem solving.
6. Group students (pairs and small groups)
7. When assessing- use alternatives to paper-and-pencil
tests!
35. Suggestions for integrating problem-solving
software according to Constructivist models:
1. Allow sufficient time to explore, but provide some
structure (directions, goals, schedule, organized times,
etc.).
2. Differentiate the amount of direction to students.
3. Promote a reflective learning environment (include
discussions about the process).
4. Emphasize thinking processes, not correct answers.
5. Discuss the relationship between the software
activities and other types of problem solving.
6. Group students (pairs and small groups)
7. When assessing- use alternatives to paper-and-pencil
tests!
36. REFERENCES:
Roblyer, M. D., & Doering, A. H. (2012). Integrating Educational
Technology into Teaching (6th ed.). Allyn & Bacon.
Western Carolina University. (2008). Educational Software.
Retrieved from
http://www.wcu.edu/ceap/houghton/learner/look/CAI.html#selecting
37. ADDITIONAL READINGS/ RESOURCES
All about Educational Software
http://www.wcu.edu/ceap/houghton/learner/look/CAI.html#selecting
Advice and support on how to use technology in the classroom:
http://www.softwarecentral.ie/
Reviews of Educational Software (and more…):
http://www.superkids.com/
http://www.schoolzone.co.uk/
http://teemeducation.org.uk/
Hands-on science vs. Simulation Science:
http://www.stemreports.com/2010/hands-on-science-vs-simulation-
software/
Benefits of computer games:
http://www.guardian.co.uk/education/2006/dec/12/elearning.technology10
