Chapter 3 Teaching with Instructional Software M. D. Roblyer Integrating Educational Technology into Teaching, 4/E Copyright © 2006 by Pearson Education,

Chapter 3

Teaching with Instructional Software

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

3.2

Technology Integration Example: The Alien Rescue® Project

• Phase 1: Relative advantage

• Phase 2: Objectives and Assessments

• Phase 3: Integration Strategies

• Phase 4: Instructional Environment

• Phase 5: Evaluating and Revising


INSTRUCTIONAL SOFTWARE

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


3.4

Instructional Software Classifications

• Drill and Practice – skill practice

• Tutorial – information

delivery • Simulation

– demonstration– exploration

• Instructional Games

–skill practice

–exploration

• Problem Solving

–skill practice

–exploration


3.5

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


3.6

Programming Language as Instructional Software

• Educational Programming Languages– Instructional software– Tool software

• LOGO– Used to teach problem solving through

programming


3.7

Recent Trends in Software Design and Delivery

• Multimedia elements• Online access and

components• Renewed emphasis on

directed strategies and networked systems


3.8

DRILL AND PRACTICE

Types• Flashcard

activity• Branching drill• Extensive

feedback activities

Criteria for well-designed programs • Control over presentation• Appropriate feedback• Answer reinforcement


3.9

DRILL AND PRACTICE

Benefits • Immediate

feedback• Motivational• Saves teacher

time

Limitations and problems

•Perceived misuses

•Criticism by constructivists


3.10

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


3.11

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


3.12

TUTORIALS

Benefits• Immediate

feedback• Motivational• Saves teacher

time

Limitations and problems

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


3.13

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


3.14

SIMULATIONS

Types•Physical•Iterative•Procedural•Situational

Criteria for well-designed programs

•System fidelity and accuracy

•Good documentation to explain system characteristics and uses


3.15

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


3.16

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


3.17

INSTRUCTIONAL GAMES

Game types• Rules• Elements of

competition and challenge

• Amusing or entertaining formats


• Appealing formats and activities

• Instructional value• Physical dexterity is

reasonable• Minimum

violence/aggression


3.18

INSTRUCTIONAL GAMES

Limitations and problems•Learning versus

having fun•Confusion of game

rules and real life rules

•Inefficient learning

Benefits•High interest•Retention


3.19

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


3.20

PROBLEM SOLVING


• 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


3.21

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


3.22

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


3.23

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


3.24

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


3.25

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


3.26

Integrated Learning Systems (ILS)

Ways to use• Remediation • Mainstream

delivery system• Resource-rich

environments


Courseware Evaluation

Online Resources

• SREB EvaluTech http://

www.evalutech.sreb.org

• California Learning Resource Network

http://www.clrn.org/home

• SuperKids http://www.superkids.com

• Education World http://

www.educationworld.com


http://www.evalutech.sreb.org/

http://www.evalutech.sreb.org/




http://www.superkids.com/

http://www.superkids.com/

http://www.educationworld.com/

http://www.educationworld.com/

3.28


Recommended Sequence 1. Begin with an identified need2. Locate titles3. Complete hands-on reviews4. Collect student reviews


3.29


Essential Questions• Does it teach?• Is the content accurate, current, and

appropriate?• Is it “user friendly”?• Does it work correctly?


3.30

Courseware Evaluation Essential Criteria Checklist, Figure 3.11


3.31

Courseware Evaluation Optional Criteria for Evaluating, Figure 3.12


Chapter 3 Teaching with Instructional Software M. D. Roblyer Integrating Educational Technology into Teaching, 4/E Copyright © 2006 by Pearson Education,

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