Instructional and Supportive Software

                        Instructional Software


1) Drill and Practice: Software that allows students to work through example problems one at a time and receive immediate feedback (Roblyer & Doering, 2013, p. 106).

           Language Arts Games - an online resource that provides drills in the subject of Language Art.


 

2) Tutorial: Software that mimics classroom instruction by providing a sequence of computer based instructional material on a given topic (Roblyer & Doering, 2013, p. 106).

         Math Lessons- an online resource that provides tutorials on elementary arithmetic operations.
 

3) Simulation: Software that teaches systematic functions and compositions by providing computer based simulations representing the real structure (Roblyer & Doering, 2013, p. 106).

        Virtual Lab Simulation- an online resource that provides virtual simulations for students to partake in chemistry experiments.

4) Instructional Games: Software that allows students to partake in game-like activities that reinforce instructional material (Roblyer & Doering, 2013, p. 106).

         iCivics- an online resource that provides instructional games on diverse topics of Civics. 

5) Problem Solving: Software that emphasizes and strengthens problem solving skills by engaging students with teaching components (Roblyer & Doering, 2013, p. 106).

        Open-Source- an online resource that provides downloadable and customizable analysis tools that promote a problem solving environment.

 

 

6) Integrated Learning Systems: Networked software that both provides computer-based instruction and keeps track of student progress (Roblyer & Doering, 2013, p. 106).

         Compass Learning- A networked software that promotes personalized learning for primary and secondary students by offering web-based curriculum, activities, and assessments.

                  Software Support Tools


1) Word Processing: Software that allows teachers and students to generate typed documents of texts and graphics such as compositions, poetry, reports, and flyers (Roblyer & Doering, 2013, p. 114).

        Google Docs WP - an online resource that allows users to create, edit, and store typed documents.



2) Materials Generators: Software that allows teachers and students to create paper and online documents, web pages, tests, lessons, and exercises for instructional purposes and skill practice (Roblyer & Doering, 2013, pp. 141-142).

        Puzzle Maker- an online resource that allows users to input review materials in order to generate words puzzles, math puzzles, mazes and more.

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6th ed.). Boston: Pearson Education.

Utilizing Distance Education

Utilizing Distance Education

Distance education is a thriving industry that aspires to fulfill the needs of a diverse collection of students. Whether a person is a single parent working two jobs, a student looking to expand his or her knowledge on a subject not offered in his or her local school system, or other countless possibilities, distance learning provides greater educational opportunities for them all. Distance education allows students to learn at their own convenience, whether that be in time or location. Furthermore, as distance education already requires computer access, it becomes easier to integrate further technological advantages and utilize unique learning theories. The constructionist theory of scaffolding, for example, asserts, “Technology can support multiple paths to studying the same material and can provide ‘visual scaffolds’ to help students understand complex concepts” (Roblyer & Doering, 2013, pg. 44). Doing so allows distance education students to customize their experience to their own personal needs and goals.  

Despite its many advantages, distance education is not perfect. Many students are not able to participate in distance learning. This is because, as Roblyer and Doering (2013) state, “[V]irtual learning takes special skills not all students have, and dropout rates from distance courses are higher than rates for physical schools” (pg. 17).  Distance education requires a working knowledge of microcomputers as well as several types of application software. When students lack “enough prior knowledge to be self-guided”, distance education becomes difficult and, as many followers of directed instruction and objectivism fear, such education becomes inefficient (Roblyer & Doering, 2013, pg.40). In an attempt to correct this technological issue, some states, including Alabama, require students to complete an on-line learning course as a graduation requirement (Roblyer & Doering, 2013, pg. 17). This method is beneficial because it introduces high school students to the new territory of technology but does so in a controlled environment allowing students to seek the help of an instructor when necessary.

Such current technological issues are similar to ones of the past when technologies were new and unfamiliar. Pre-microcomputers, for example, were “complex to operate and maintain” and required “instructional applications” (Roblyer & Doering, 2013, pg. 7). It entailed an adjustment period for students and teachers alike to acquaint themselves to the operating systems and programs. Even with the latter invention and distribution of microcomputers, users needed further cognitive adjustments. As a result, the microcomputers encouraged school systems to create computer literacy curricula; but, unfortunately, left them without proper guidelines of “defining and measuring” such computer skills (Roblyer & Doering, 2013, pg. 7). Requiring high school students to participate in a distance education course is an excellent way to for them to exercise their previously acquired technology skills.

For further information on distance education:

Roblyer, M. D., & Doering, A. H. (2013). Intergrating educational technology into teaching. (6th ed.). Boston: Pearson Education.

Gunadie, A. (Director) (2008, April 19). Distance learning online: A new media presentation. Youtube. [Video podcast]. Retrieved from http://www.youtube.com/watch?v=uZk-WdYHkoc

Woo Hoo for the first blog! :-)