June 25, 2013
ED 505: Education and Technology
Instructional Software
Roblyer and Doering defines instructional software as “a general term for computer programs designed specifically to deliver instruction or assist with the delivery of instruction on a topic” (Robyler & Doering, 2013, p. 77). Instructional software came about in the 1960’s and 1970’s when educators and developers thought, “If computer programs can be created to do essentially anything, why not program computers to teach?” (Robyler & Doering, 2013, p. 76) Six of those instruction software functions include: drill and practice, tutorial, simulation, instructional games, problem solving, and integrated learning systems.
1. Drill and Practice Teaching Functions: provide exercises in which students work examples items and receive feedback on their correctness (Robyler & Doering, 2013, p. 81). Since I’ve been teaching fourth grade, I’ve found that this type of software is very useful in teaching the multiplication and division facts; concepts that my students often struggle with. One website that I use often is http://www.ixl.com/. My students use this website to practice their multiplication and division facts and they are given immediate feedback on how well they are doing. Drill-and-practice software informs them immediately whether their responses are accurate so they can make quick corrections (Robyler & Doering, 2013, p. 84).
2. Tutorial Teaching Functions: this software is an entire instructional sequence on a topic, similar to a teacher’s classroom instruction (Robyler & Doering, 2013, p. 86). I taught 1st grade for six years and the students learning to reading through phonics was the biggest issue. A website that I would use was http://www.abcfastphonics.com/. The students were able to continue their phonics lessons without my assistance. Students should be able to learn the topic without any other help or materials (Robyler & Doering, 2013, p. 86).
3. Simulation Teaching Functions: a computerized model of a real or imagined system that is designed to teach how the system works (Roblyer & Doering, 2013, p. 90). Because of its difficulty, simulations are useful with Science concepts. I have used the website http://www.sciencekids.co.nz/gamesactivities.html to allow the students to practice concepts like parts of the human body or body parts of certain animals. This website allows the students to place the body parts in their correct location or with the correct body function. A few of the benefits of simulations include: compress time, slow down processes, get students involved, make experiments safe, make the impossible possible, save money and other resources, allow repetition with variations, and allow observation of complex processes. (Roblyer & Doering, 2013, pp. 92-93).
4. Instructional Game Teaching Functions: add game-like rules and/or competition to learning activities (Robyler & Doering, 2013, p. 94). Instructional games allow learning to be fun and interesting for students. A website that can be used as instructional games software is http://www.quia.com/. Students can engage in this website with their peers while the teacher is assisting other students, which makes it competitive and fun to learn many concepts that need to be taught. The common characteristics that set instructional games apart from other types of software include: game rules, elements of competition or challenge, and amusing or entertaining formats (Robyler & Doering, 2013, p. 95).
5. Problem-Solving Teaching Functions: may focus on fostering component skills in or approaches to general problem-solving ability, or provide opportunities to practice solving various kinds of content-area problems (Robyler & Doering, 2013, p. 99). I use the following website to help my students solve multi-step math word problems. We work multi-step word problems together, then I allow them get with their cooperative learning group to work problems together. http://www.gamequarium.com/problemsolving.html According to Robyler and Doering, problem-solving software is appropriate for the following instructional needs: to teach component skills in problem-solving strategies, to provide support in solving problems, to encourage group problem solving (Robyler & Doering, 2013, pp. 101-102).
6. Integrated Learning Systems (ILSs): are networked or online systems that provide both computer-based instruction and track and report on student progress (Robyler & Doering, 2013, p. 102). A website that I used to provide computer-based instruction and track and report student progress is https://www-k6.thinkcentral.com/ePC/start.do. This website allows me to track the students’ progress and use the reports to collaborate with my grade level as a whole to develop instruction. It has instruction for the students to take on-line practice assessments as well. This resource is a school-wide resource that we use for Math. One way to ensure the appropriate use of ILSs is to have a careful, we-planned initial review process that involves both teachers and administration (Robyler & Doering, 2013, p. 103).
References:
Roblyer, M. D., & Doering, Aaron H. (2013). Intergrating Educational Technology into Teaching.
Boston: Pearson Education, Inc
Very in depth post. I am interested in looking into abcfastphonics. I learned a lot about your links by reading this post.
ReplyDeleteI loved the quia website. I think it's great that your students can work in an online workbook and you can create games and quizzes.
ReplyDeleteThese were some websites I did not know about. I understand most of them are more for elementary age students. However, I have found that lower level websites help my students with special learning needs practice basic/remedial skills. The vast internet and technology resources available provide so many opportunities to individualize instruction.
ReplyDelete