ED 505 Week 3
According to Roblyer and Doering software can fall into two strategies: directed and constructivist. The directed software includes drill and practice and tutorial. The directed software provides great benefits when teachers assign them on individual basis (as-needed) and at learning stations for self-selection and review. Constructivist software includes simulation, instructional games, and problem solving.
Drill and Practice resembles the flash card method of learning. Students are exposed to a problem or question, they give a response, and are provided with feedback about the response. Examples of drill and practice include flash card activities, chart fill-in activities, branching drill (students proceed to a new level based on mastery in current level), and extensive feedback activities (software gives detailed descriptions of errors made and provides feedback for correcting them). Research has shown that drill and practice produces automaticity and is therefore worthy for classroom use.
(Teachers can design their own activities using a bank of problems.)
Tutorial is direct instruction which consists of all the components of a lesson-explanation, practice, and feedback. Good tutorial software should guide students’ learning with appropriate questioning, ample practice sessions and suggestions for improvement. The student should have some authority about the amount of time needed to read and answer questions or review feedback. The software must present content so students understand it and provide feedback immediately along with redirection. Graphics should have a purpose if utilized and records should be kept of student activities.
Simulations require the learner to choose which tasks they will perform and the sequence of the activities. There are two main types of simulations: simulations that teach about something and simulations that teach how to do something. Both types are further divided into subgroups based on how students interact with them. Simulations allow students to observe a sequence of events in one hour that they probably would not see in a year. Simulations provide a safe environment for multiple trials with complex processes. Students usually immerse themselves in these activities.
Instructional Games add game-like rules and/or competition to learning activities. Much like drill and practice, instructional games add rules. Good instructional games should have appropriate content, appeal to all students, motivate yet not frustrate, and be socially acceptable. The instructional games should not be used in place of daily teaching but should be used sparingly for cooperative groups, as a reward, or to replace worksheets.
http://www.laureatelearning.com/products/category/games.html (learning disabled)
Problem-Solving software focuses on skills associated with problem solving such as observing, recalling, and analyzing or practice activities centered on solving specific problems.
Roblyer, M.D. and Doering, A.H. (2013). Integrating Educational Technology into Teaching. Boston:Pearson.
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