Instructional Software in the Classroom

Instructional Software in the Classroom

Instructional software, if used appropriately, can enhance a classroom learning environment and the retention of information by students. Teachers need to possess the skills necessary to choose (1) the software that best suits their classroom, based on curriculum, student population, goals, and the specific skills that the students need. It is also essential to be able to discriminate between the various types of software and the purposes that they serve. Is the goal of the software to be supplemental, (2) to reinforce concepts taught in a traditional setting, allow for additional practice to increase memory skills, offer students a self-paced learning opportunity, supply instant feedback, or to be used as a supplementary tutorial? If the use of instructional software is a priority in a school, the school should ensure that teachers are involved in professional development that will give them the skills necessary to select the software that is most beneficial to their class.

Instructional software is categorized into groups, based on their function and purpose. Being able to distinguish between the types of software, their function, qualities of an educationally sound piece of software, combined with academic goals, will enable the teacher to integrate the digital media that is best for the curriculum and the students. According to Robyler, instructional software is grouped into the following categories: Drill and Practice, Tutorials, Simulations, Instructional Games, Problem-Solving Software. (3) Knowing what the the educational purpose of the software is will help the teacher in choosing the most appropriate source.

Drill and practice software provides extra practice for students, helping them to master skills and learn terminology. “Drill and practice software functions are exercises in which students work example items, usually one at a time, and receive feedback on their correctness.” (Robyler, 2016, Pg. 79) In subjects where "practice makes perfect", drill and practice are essential in becoming proficient, and in learning and retaining information. Incorporating a piece of software that is engaging, fun, and visually appealing will draw the students in and keep them engaged in the drills, leading to more practice. Based on my experience with various pieces of software, I find that it is necessary to monitor students' interaction while working with instructional software to ensure that they are engaged in the learning, and not just playing with the animation. Some students become over stimulated and will benefit more from a non-digital resource.

Keyboarding skills are an example of where drill and practice software is beneficial to all students and will carry over to their work in all subjects. A free keyboarding program that I use with my 3rd-5th graders is Typing.com. Many free keyboarding software does not save student progress and they lack a teacher tracking tool. Typing.com includes both of these features and supplies students with instant feedback. In science (and other subjects), flashcards can be useful in learning scientific terms. Quizlet is a free on-line software that students can use to create their own flash cards. Another great way to create flash cards is with a presentation software such as PowerPoint or Google Presentation. Using a presentation software to create flashcards not only gives students a study resource, but builds skills in the use of this software, which will be useful or other projects. The Weather Game is a Jeopardy type game that helps students to review key concepts. Drill and practice software can be used in centers, as homework, and as general reinforcement to the materials presented in class.

Tutorial software is meant to be used independent of the classroom, and is great for students who are ready for and interested in subject matter which is not offered in the school that they are attending. VLACS (Virtual Learning Academy) offers online courses to NH students free of charge. They are self-paced, have tutorials, feedback, and online teacher support. KidsClicks is a great resource for links to weather resources for kids. Tutorial software should be interactive, be self-paced, be thorough in it’s content, supply meaningful feedback, and inform students and moderators with progress reports. Tutorial software has the potential to offer students fantastic opportunities, which may not otherwise be available. In order to be successful in a self-paced program, teachers and parents need to ensure that the student possesses the maturity and drive that is necessary to work through non-teacher driven instruction.

Simulation software demonstrates how something works. A simulation can either an “about” simulation, or a “how to” simulation. The amazing thing about simulation software, especially when studying something like weather, is that the software allows an event that is difficult to understand to be either slowed down or sped up. Observing clouds developing in “fast motion” or raindrops in “slow motion” is a great way to demonstrate to students what is actually occurring during these events. UCAR Center for Science Education has put together a great resource of weather games and simulations. Storm Evader is an iPad app that actually helps students learn about weather patterns. Simulation software is a great supplemental resource for science activities. Simulation software offers students a visual component to concepts that may otherwise be difficult to grasp.

Instructional games are a great way to engage students and hold their interest, because they are learning while they play. Instructional games should be mentally challenging, emotionally fulfilling, enhance knowledge, develop thinking and interpersonal skills, spatial ability, and bodily coordination. (Roblyer, pg. 93) Two of my favorite games, Zoombinis (math and logic) and Oregon Trail (Westward Expansion) are no longer in production. Both of these games were great and the kids loved them. I believe that they were ahead of their time, and if they were reintroduced now, they would be a huge success. There are lots of instructional games online that would be great to include in a weather unit. The National Weather Service, NASA, and National Geographic all have weather games that are free for students to access online. Instructional games should be carefully screened to ensure that they coincide with the curriculum, that the software is going to engage the students, and that the students understand the game and how they can apply the information in the game, to what they are doing in the classroom.

Problem-Solving software allows students to practice a skill, solving problems, that is essential in every aspect of life, a skill that seems to be disappearing in this world of instant gratification. Students depend on the Internet for everything. If they don’t know it, they "Google it". Problem-solving software is one avenue that teachers can use to help to increase critical thinking skills. (4) Opportunities to use these skills need to be integrated into the curriculum as often as possible, and what better way to do it than with a piece of problem-solving software. Digital resources are what this generation of students relate to, and including one introduces another learning style into the curriculum.

Integrating instructional software into the science curriculum supports visual learners, offers another source of information to supplement the content material, and helps to support the mindset of this digital generation. Instructional software is able to create virtual environments and bring science concepts to life in a way that a book never could. Although there is nothing like a hands-on science experiment or engineering project, digital media makes it possible for students to explore and perform experiments in environments that a school cannot expose a student to. Instructional software can remove the boundaries of time, distance, and space, opening up the world for exploration.

Work Cited:

1. (2007). Choosing Software for Children | Education.com. Retrieved January 27, 2016, from http://www.education.com/reference/article/Ref_Choosing_Software/.

2. (2010). Elementary Digital Learning Resources by Pearson. Retrieved January 27, 2016, from http://www.pearsonschool.com/index.cfm?locator=PSZu6o.

3. Roblyer, M.D. (2016). Integrating Educational Technology Into Technology (7th ed.). Boston, MA: Pearson.

4. (2014). Critical Thinking and Problem-solving. Retrieved January 29, 2016, from http://www.utc.edu/walker-center-teaching-learning/teaching-resources/ct-ps.php.

Vision and Mission Statement

Vision and Mission Statement

“If the technology revolution only happens for families that already have money and education, then it’s not really a revolution.” -Arne Duncan, U.S. Secretary of Education (1)

Educational Technology, when implemented properly, has the potential to engage all learners. Howard Gardner’s Theory of Multiple Intelligences (2) opened the eyes of educators to the variety of learning styles used by children while learning. The addition of technology into the curriculum can reach more students, by matching their learning styles. Teaching through the use of various forms of media, technology tools, and project format options, will touch on some of the learning styles that have in the past been ignored. Ensuring a balance between technology integration and traditional directed teaching, will help in meeting the learning needs and thus engaging students of various learning styles.

Technology should be integrated if it’s a benefit to a particular project, not just to “use it”. It’s important to determine if, how, and what technology would be appropriate to reach the goals of an assignment, and whether the necessary tools are available. In an elementary school or middle school (I work in a K-8 school), a balance between the use of digital resources and traditional resources is crucial in order to ensure that students are meeting the needs of the curriculum and of their bodies. The American Academy of Pediatrics recommends that schools, “Encourage the continuation and expansion of media education programs, or initiate implementation of media education programs in settings where they are currently lacking.” (3)  A good balance between directed teaching (teacher led instruction) and Constructivist Models (ability to problem solve in unique ways) will ensure that students possess the basic skills and knowledge necessary to creatively solve a problem.  Collaboration, professional development, and the availability of technical support are all essential to the success of a Technology Integration program.

In order for ideal Technology Integration to be possible, one-to-one computer access should be present, so that when the need arises, the tools of choice are at their fingertips and technology use becomes second nature. The idea of 1:X computing, “one-to-many” computing (4), making many different devices available to students to choose from, and makes choice possible. Enabling students to choose the best “tool for the job”, will equip them with the skills necessary to enable them to transfer knowledge to other tasks, whether it be at school, at home, or in a job later in life.

“The biggest risk is not taking any risk... In a world that changing really quickly, the only strategy that is guaranteed to fail is not taking risks.”     Mark Zukerberg, Facebook (5)

Implementing an Educational Technology program in a K-8 school offers unique challenges and wonderful opportunities. By collaborating with teachers at each grade level, entrance expectations are determined at each grade level, thus creating a skill map to use as a guide. The mission will be to ensure that students have the skills, the tools, and the opportunity to show their individual strengths and talents, by providing them with the opportunity to choose the tools that they feel best meet their needs, while meeting the requirements of their assignments, and ensuring a balance exists between the time using digital resources and traditional resources . Digital tools make it possible to transform school models from "lecture, demonstrate, memorize, and regurgitate" models to "facilitate, explore, discover, and create" models.

Works Cited:

1. (2014). Office of Educational Technology. Retrieved January 23, 2016, from http://tech.ed.gov/.

2. (2009). Big Thinkers: Howard Gardner on Multiple Intelligences ... Retrieved January 23, 2016, from http://www.edutopia.org/multiple-intelligences-howard-gardner-video.

3. (2013). Children, Adolescents, and the Media - Pediatrics - AAP News. Retrieved January 23, 2016, from http://pediatrics.aappublications.org/content/early/2013/10/24/peds.2013-2656.

4. (2013). '1:X Computing' Aims to Tailor Digital Tools to Learning Tasks. Retrieved January 23, 2016, from http://www.edweek.org/ew/articles/2013/10/02/06el-1x.h33.html.

5. (2010). Mark Zuckerberg Quotes - BrainyQuote. Retrieved January 23, 2016, from http://www.brainyquote.com/quotes/authors/m/mark_zuckerberg.html.

6. (2014). How much screen time is OK for my kid(s)?. Retrieved January 23, 2016, from https://www.commonsensemedia.org/screen-time/how-much-screen-time-is-ok-for-my-kids.

Course Reflection Blog-EdTech 541-4202

Course: Integrating Technology into the Classroom Curriculum

Website for Course Projects

This blog will be used for the course reflections in the above course.