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
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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
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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