1. Educational Software Historical perspectiveHistorical perspective Types of software availableTypes of software available Evaluation methodsEvaluation methods

2. Educational Software Seymour Papert: The first use of a new technology is quite naturally to do in a slightly different way what had been done without it.Seymour Papert: The first use of a new technology is quite naturally to do in a slightly different way what had been done without it. Most of what has been done with educational technology has been to adapt the use of the new equipment to old linear models of instruction.Most of what has been done with educational technology has been to adapt the use of the new equipment to old linear models of instruction.

3. Poor Quality of Early Software Computer “whizzes” writing pedagogically unsound softwareComputer “whizzes” writing pedagogically unsound software Educators writing uninteresting softwareEducators writing uninteresting software Limitations of hardware availableLimitations of hardware available Commodore 64, “Trash 80”Apple IIe

4. Better Software Today Teachers are not expected to write softwareTeachers are not expected to write software Development of educational software companiesDevelopment of educational software companies Federal or state government backingFederal or state government backing Corporate involvementCorporate involvement –Computer manufacturers –Textbook companies –School-related industries

5. Trends in New Software Development User-friendlyUser-friendly Integration with other mediaIntegration with other media Availability of new tool programs (particularly desktop & video publishing)Availability of new tool programs (particularly desktop & video publishing) Requirement for more sophisticated computer stationsRequirement for more sophisticated computer stations CD-ROM storage/operationCD-ROM storage/operation

6. Two Classification Systems More Traditional:More Traditional: –Tool –Tutor –Tutee Proposed by Thomas & Boysen:Proposed by Thomas & Boysen: –Experiencing –Informing –Reinforcing –Integrating –Utlilizing

7. Types of Educational Software Drill and PracticeDrill and Practice TutorialTutorial SimulationSimulation Problem-SolvingProblem-Solving

8. Drill and Practice Software Still most dominant type found in classroomsStill most dominant type found in classrooms Purpose: Improve/refine skills already learnedPurpose: Improve/refine skills already learned Generally focuses on basic skillsGenerally focuses on basic skills Often presented in a game formatOften presented in a game format

9. Advantages of Drill & Practice Software: MotivatingMotivating Immediate feedbackImmediate feedback Individualized to skill levelIndividualized to skill level Availability of record-keepingAvailability of record-keeping Easy for teachers to useEasy for teachers to use Parents like their children to use computersParents like their children to use computers

10. Tutorial Software Purpose: Instruct or reinforce instructionPurpose: Instruct or reinforce instruction Can introduce higher order thinking skillsCan introduce higher order thinking skills Two types: Linear and branchingTwo types: Linear and branching

11. Advantages of Tutorial Software: –Individualized instruction –Availability of record-keeping –Efficiency for use with students who are absent –“Intelligent” software can look for error patterns and coach students through a “guided discovery” process

12. Simulation Software Is designed to represent real-world situations or eventsIs designed to represent real-world situations or events Is highly interactiveIs highly interactive Often requires extensive preparation or background knowledgeOften requires extensive preparation or background knowledge Requires students to apply, analyze, and synthesize dataRequires students to apply, analyze, and synthesize data Can be used when “real life” experiences are unfeasibleCan be used when “real life” experiences are unfeasible

13. Problem-Solving Software Presents students with a problem situation in a realistic, fantasy-based, or purely logical context.Presents students with a problem situation in a realistic, fantasy-based, or purely logical context. Requires students to use higher-level cognitive processesRequires students to use higher-level cognitive processes Often is not curriculum specific, thus does not attempt to teach contentOften is not curriculum specific, thus does not attempt to teach content

14. Obtaining/Evaluating Software Professional journalsProfessional journals Vendor catalogsVendor catalogs Electronic database reviewsElectronic database reviews Professional conferencesProfessional conferences Personal communication -- electronic and direct contactPersonal communication -- electronic and direct contact

15. Hands-on Evaluation Always order software subject to reviewAlways order software subject to review Use a standardized methodUse a standardized method Consider the accompanying documentationConsider the accompanying documentation If possible, involve students in the review processIf possible, involve students in the review process

16. Evaluation in Terms of Learning Theory (Gagné’s Events of Instruction) Gain attention/motivateGain attention/motivate Present the objectivePresent the objective Recall prerequisitesRecall prerequisites Present stimulusPresent stimulus Guide learningGuide learning Elicit performanceElicit performance Provide feedbackProvide feedback Assess performanceAssess performance Promote retention and transferPromote retention and transfer

17. Evaluation against Specific Criteria Instructional ContentInstructional Content –Accuracy –Appropriateness for Curriculum & Level of Child Instructional PresentationInstructional Presentation –Appropriate feedback and graphics –Bomb-proof UtilizationUtilization –Teacher: documentation, recordkeeping & modifiability –Student: appropriate number of users, “user friendliness” ManagementManagement –Hardware compability –Availability of site licenses, lab packs, back-up copies

18. And Now... Let’s Look at Some Software!