Transcript Chapter 3
Chapter 3
Teaching with
Instructional Software
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
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.2
Instructional Software
Programs designed specifically to deliver or
support one or more kinds of learning
activities
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.3
Instructional Software Functions
Drill-and-Practice
– skill practice
Tutorial
– information delivery
Simulation
– demonstration
– exploration
Instructional Games
– skill practice
– exploration
Problem Solving
– skill practice
– exploration
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.4
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)
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.5
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
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.6
Programming Languages as
Instructional Software
Educational Programming Languages
– Instructional software
– Tool software
Logo
– Used to introduce young children to problem
solving through programming
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.7
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)
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.8
Drill-and-Practice
Types
Flash card activity
Branching drill
Extensive feedback
activities
Criteria for WellDesigned Programs
Control over
presentation rate
Answer judging
Appropriate feedback
for correct & incorrect
answers
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.9
Drill-and-Practice
Benefits
Immediate feedback
Motivation
Saving teacher time
Limitations and
Problems
Perceived misuses
Criticism by
constructivists
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.10
Drill-and-Practice
Integration Strategies
Supplement or replace
worksheets and
homework exercises
Prepare for tests
Guidelines for Use
Set time limits
Assign individually
Use learning stations
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.11
Tutorials
Types
Linear tutorial
Branching tutorial
Criteria for WellDesigned Programs
Extensive interactivity
Thorough user control
Appropriate pedagogy
Adequate answerjudging and feedback
Appropriate graphics
Adequate record
keeping
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.12
Tutorials
Benefits
Immediate feedback
Motivation
Time savings
Self-contained & selfpaced unit of
instruction
Limitations and
Problems
Criticism by
constructivists
Lack of good products
Reflect only one
instructional approach
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.13
Tutorials
Integration Strategies
Self-paced reviews
Alternative learning
strategies
Instruction when
teachers are
unavailable
Guidelines for Use
Assign individually
Use learning stations
or individual checkout
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.14
Simulations
Types
Physical
Iterative
Procedural
Situational
Criteria for WellDesigned Programs
System fidelity and
accuracy
Good accompanying
documentation to
explain system
characteristics and
uses
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.15
Simulations
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
Limitations and
Problems
Accuracy of models
Misuse of simulations
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.16
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
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.17
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
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.18
Instructional Games
Characteristics
Rules
Elements of
competition and
challenge
Amusing or
entertaining formats
Criteria for WellDesigned Programs
Appealing formats and
activities
Instructional value
Reasonable physical
dexterity requirements
Social, societal, and
cultural considerations
– Minimal
violence/aggression
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.19
Instructional Games
Benefits
High interest
Retention
Appeals to students’
desire to complete
and play
Limitations and
Problems
Learning versus
having fun
Confusion of game
rules and real-life
rules
Inefficient learning
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.20
Instructional Games
Integration Strategies
In place of worksheets
and exercises
To teach cooperative
group working skills
As a reward
Guidelines for Use
Use appropriately
Involve all students
Emphasize the
content-area skills
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.21
Problem Solving
Types
Content-area skills
Content-free skills
Criteria for WellDesigned Programs
Challenging and
interesting formats
Clear links to
developing specific
problem-solving skills
or abilities
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.22
Problem Solving
Benefits
Challenging activities
increase interest and
motivation
Prevents inert
knowledge by
illustration situations
in which skills apply
Limitations and
Problems
Names versus skills
Software claims
versus effectiveness
Possible negative
effects of directed
instruction
Transfer
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.23
Problem Solving
Integration Strategies
Teach component
skills in problemsolving strategies
Provide support in
solving problems
Encourage group
problem solving
Guidelines for Use
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
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.24
Integrated Learning Systems (ILS)
Characteristics
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
Criteria for WellDesigned ILS
Good curriculum
coverage
Good pedagogical
strategies
Several different
report formats
Easily read and
interpreted reports
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.25
Integrated Learning Systems (ILS)
Benefits
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
Limitations and
Problems
Costs
Research on impact
Concerns about the
role of ILS
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.26
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
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.27
Integrated Learning Systems (ILS)
Integration Strategies
Directed applications
– Remediation
– Mainstream delivery system
Constructivist applications
– Resource-rich environments
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.28
Software Reviews Online
SREB EvaluTech
SuperKids
California Learning
Resource Network
Education World
www.evalutech.sreb.org
www.superkids.com
www.educationworld.com
www.clrn.org/home
M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E
Copyright ©2010 by Pearson Education, Inc.
All rights reserved.
3.29