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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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
INSTRUCTIONAL SOFTWARE
Programs developed specifically to deliver or assist with student instruction on a topic
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.6
Programming Language as Instructional Software
• Educational Programming Languages– Instructional software– Tool software
• LOGO– Used to teach problem solving through
programming
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.7
Recent Trends in Software Design and Delivery
• Multimedia elements• Online access and
components• Renewed emphasis on
directed strategies and networked systems
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.9
DRILL AND PRACTICE
Benefits • Immediate
feedback• Motivational• Saves teacher
time
Limitations and problems
•Perceived misuses
•Criticism by constructivists
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.12
TUTORIALS
Benefits• Immediate
feedback• Motivational• Saves teacher
time
Limitations and problems
• Criticism by constructivists• Hard to find• Reflect only one instructional approach
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.17
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.20
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.26
Integrated Learning Systems (ILS)
Ways to use• Remediation • Mainstream
delivery system• Resource-rich
environments
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.28
Courseware Evaluation
Recommended Sequence 1. Begin with an identified need2. Locate titles3. Complete hands-on reviews4. Collect student reviews
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.29
Courseware Evaluation
Essential Questions• Does it teach?• Is the content accurate, current, and
appropriate?• Is it “user friendly”?• Does it work correctly?
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
3.30
Courseware Evaluation Essential Criteria Checklist, Figure 3.11
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.