Chapter 3 Teaching with Instructional Software. M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010

Chapter 3

Teaching with Instructional Software

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/ECopyright ©2010 by Pearson Education, Inc.All rights reserved. 3.2

Technology Integration Example: The Alien Rescue® Project

Phases 1-2: TPACK & relative advantage

Phase 3: Objectives and Assessments

Phase 4: Integration Strategies

Phase 5: Instructional Environment

Phase 6: Evaluate and Revise


Instructional Software

Programs designed specifically to deliver or support one or more kinds of learning activities


Instructional Software Functions

Drill-and-Practice – skill practice

Tutorial – information delivery

Simulation – demonstration– exploration

Instructional Games– skill practice– exploration

Problem Solving – skill practice– exploration


Instructional Roles for Software

Today’s software can be difficult to classify Several different activities Overlap of functions in one package

– Example: Language learning software might incorporate:

• Drill activities (directed strategy)• Problem solving & gaming (constructivist strategy)


Learning Theory Connections

First instructional software reflected behavioral and cognitive learning theories– Some functions (e.g., drill & practice, tutorial)

remain focused on directed strategies

Later software designed to support a constructivist approach– Some functions (e.g., simulation, games) can be

used in either directed or constructivist ways


Programming Languages as Instructional Software

Educational Programming Languages– Instructional software– Tool software

Logo– Used to introduce young children to problem

solving through programming


Recent Trends in Software Design and Delivery

Online access and components Web 2.0 technologies Rich user experiences Renewed emphasis on directed strategies

and networked systems– Integrated learning systems (ILS)


Drill-and-Practice

Types Flash card activity Branching drill Extensive feedback

activities

Criteria for Well-Designed Programs

Control over presentation rate

Answer judging Appropriate feedback

for correct & incorrect answers


Drill-and-Practice

Benefits Immediate feedback Motivation Saving teacher time

Limitations and Problems

Perceived misuses Criticism by

constructivists


Drill-and-Practice

Integration Strategies Supplement or replace

worksheets and homework exercises

Prepare for tests

Guidelines for Use Set time limits Assign individually Use learning stations


Tutorials

Types Linear tutorial Branching tutorial


Extensive interactivity Thorough user control Appropriate pedagogy Adequate answer-

judging and feedback Appropriate graphics Adequate record

keeping


Tutorials

Benefits Immediate feedback Motivation Time savings Self-contained & self-

paced unit of instruction


Criticism by constructivists

Lack of good products Reflect only one

instructional approach


Tutorials

Integration Strategies Self-paced reviews Alternative learning

strategies Instruction when

teachers are unavailable

Guidelines for Use Assign individually Use learning stations

or individual checkout


Simulations

Types Physical Iterative Procedural Situational


System fidelity and accuracy

Good accompanying documentation to explain system characteristics and uses


Simulations

Benefits Compress time Slow down processes Get students involved Make experimentation safe Make impossible possible Save money and resources Repetition with variations Observation of complex

processes

Limitations and Problems Accuracy of models Misuse of simulations


Simulations

Integration Strategies Replacement or

supplement to:– lab experiments – role-playing – field trips

Introducing or clarifying a new topic

Fostering exploration & process learning

Encouraging cooperation and group work


Simulations

Guidelines for Use Can be equally

effective with whole class, small groups, or individuals

Particularly good to instigate discussion and collaborative work– Usually considered

more appropriate for pairs and small groups


Instructional Games

Characteristics Rules Elements of

competition and challenge

Amusing or entertaining formats


Appealing formats and activities

Instructional value Reasonable physical

dexterity requirements Social, societal, and

cultural considerations– Minimal

violence/aggression


Instructional Games

Benefits High interest Retention Appeals to students’

desire to complete and play


Learning versus having fun

Confusion of game rules and real-life rules

Inefficient learning


Instructional Games

Integration Strategies In place of worksheets

and exercises To teach cooperative

group working skills As a reward

Guidelines for Use Use appropriately Involve all students Emphasize the

content-area skills


Problem Solving

Types Content-area skills Content-free skills


Challenging and interesting formats

Clear links to developing specific problem-solving skills or abilities


Problem Solving

Benefits Challenging activities

increase interest and motivation

Prevents inert knowledge by illustration situations in which skills apply


Names versus skills Software claims

versus effectiveness Possible negative

effects of directed instruction

Transfer


Problem Solving

Integration Strategies Teach component

skills in problem- solving strategies

Provide support in solving problems

Encourage group problem solving

Guidelines for Use Directed teaching

– Clearly define skills and the teaching strategy

Constructivist approach– Encourage exploration– Provide structure– Vary amount of

direction and assistance– Promote reflection– Stress process over

correct answers


Integrated Learning Systems (ILS)

Characteristics Networked or online

system of instruction Provide complete

curricula on a topic Monitor and provide

reports on student progress

Summarize data by student, class, school

Criteria for Well-Designed ILS

Good curriculum coverage

Good pedagogical strategies

Several different report formats

Easily read and interpreted reports



Benefits Provide supplemental

educational services required by NCLB

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


Costs Research on impact Concerns about the

role of ILS



Guidelines for Use Clear problem Closed or open system Match scope and

sequence Match to target

population Adequacy of reporting

and management system

Cost of hardware and software resources

Project educational benefits

Obtain ILS updates from vendors

Evaluate ILS for match with expectations

Calculate personnel and fiscal impact



Integration Strategies Directed applications

– Remediation – Mainstream delivery system

Constructivist applications– Resource-rich environments


Software Reviews Online

SREB EvaluTech www.evalutech.sreb.org

California Learning Resource Network www.clrn.org/home

SuperKids www.superkids.com

Education World www.educationworld.com

Documents

Chapter 3 Teaching with Instructional Software. M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010