1. Teaching with Instructional Software
Chapter 3
Teaching with Instructional Software

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

3. Instructional Software
Programs designed specifically to deliver or support one or more kinds of learning activities

4. Instructional Software Functions
Drill-and-Practice
skill practice
Tutorial
information delivery
Simulation
demonstration
exploration
Instructional Games
skill practice
exploration
Problem Solving

5. 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)

6. 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

7. Programming Languages as Instructional Software
Educational Programming Languages
Instructional software
Tool software
Logo
Used to introduce young children to problem solving through programming

8. 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)

9. Drill-and-Practice Types Criteria for Well-Designed Programs
Flash card activity
Branching drill
Extensive feedback activities
Control over presentation rate
Answer judging
Appropriate feedback for correct & incorrect answers

10. Drill-and-Practice Benefits Limitations and Problems
Immediate feedback
Motivation
Saving teacher time
Perceived misuses
Criticism by constructivists

11. Drill-and-Practice Integration Strategies Guidelines for Use
Supplement or replace worksheets and homework exercises
Prepare for tests
Set time limits
Assign individually
Use learning stations

12. Tutorials Types Criteria for Well-Designed Programs Linear tutorial
Branching tutorial
Extensive interactivity
Thorough user control
Appropriate pedagogy
Adequate answer-judging and feedback
Appropriate graphics
Adequate record keeping

13. Tutorials Benefits Limitations and Problems Immediate feedback
Motivation
Time savings
Self-contained & self-paced unit of instruction
Criticism by constructivists
Lack of good products
Reflect only one instructional approach

14. Tutorials Integration Strategies Guidelines for Use Self-paced reviews
Alternative learning strategies
Instruction when teachers are unavailable
Assign individually
Use learning stations or individual checkout

15. Simulations Types Criteria for Well-Designed Programs Physical
Iterative
Procedural
Situational
System fidelity and accuracy
Good accompanying documentation to explain system characteristics and uses

16. Simulations Limitations and Problems 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
Accuracy of models
Misuse of simulations

17. 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

18. 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

19. Instructional Games Characteristics
Criteria for Well-Designed Programs
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

20. Instructional Games Benefits Limitations and Problems 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

21. Instructional Games Integration Strategies Guidelines for Use
In place of worksheets and exercises
To teach cooperative group working skills
As a reward
Use appropriately
Involve all students
Emphasize the content-area skills

22. Problem Solving Types Criteria for Well-Designed Programs
Content-area skills
Content-free skills
Challenging and interesting formats
Clear links to developing specific problem-solving skills or abilities

23. Problem Solving Benefits Limitations and Problems
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

24. Problem Solving Integration Strategies Guidelines for Use
Teach component skills in problem- solving strategies
Provide support in solving problems
Encourage group problem solving
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

25. Integrated Learning Systems (ILS)
Characteristics
Criteria for Well-Designed ILS
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
Good curriculum coverage
Good pedagogical strategies
Several different report formats
Easily read and interpreted reports

26. Integrated Learning Systems (ILS)
Benefits
Limitations and Problems
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

27. Integrated Learning Systems (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

28. Integrated Learning Systems (ILS)
Integration Strategies
Directed applications
Remediation
Mainstream delivery system
Constructivist applications
Resource-rich environments

29. Software Reviews Online
SREB EvaluTech
California Learning Resource Network
SuperKids
Education World