Ch 3 pp3

Copyright © 2016, 2013, 2010 by Pearson Education, Inc. All Rights Reserved
Integrating Educational
Technology into Teaching (7e)
M. D. Roblyer
Chapter 3
Instructional
Software for
21st Century
Teaching
Developed by:
M. D. Roblyer and
Paige R. Wiencke

Integrating Educational Technology into Teaching
(7e) by M. D. Roblyer
Copyright © 2016, 2013, 2010 by Pearson Education, Inc.
All Rights Reserved
Chapter 3:
Main Concepts
 Instructional software systems
and products
 Drill and practice functions
 Tutorial functions
 Simulation functions
 Instructional game functions
 Problem-solving functions
 Personalized Learning Systems

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Technology Integration in Action:
Math by Design
Phase 1: Analysis of needs
Phase 2: Planning for integration
Phase 3: Post-instruction revisions

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Instructional Software Overview:
What is “instructional software?”

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Types
Drill and
practice
Tutorial
Simulation
Instructional
game
Problem
solving
Logo, etc.

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Other terms for instructional
software:
 Courseware
 Computer-assisted instruction
(CAI)
 Computer-based learning (CBL)
 Computer-assisted learning (CAL)
 Software learning tools
Terminology

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Benefits:
 Immediate
feedback
 Motivation
 Saving teacher
time
Selection criteria:
 Control over
presentation
rate
 Answer
judging
 Appropriate
feedback
Drill and Practice Functions:
Types and Criteria

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Benefits:
 Flash card
activity
 Chart fill-in
 Branching drill
 Extensive
feedback
Limitations:
 Perceived
misuses
 Criticism by
constructivists
Benefits and limitations

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Strategies:
 Supplement or
replace
worksheets
and homework
exercises
 Prepare for
tests
Usage guidelines:
 Set time limits
 Assign
individually
 Use learning
stations
Strategies and guidelines

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 Linear tutorial
 Branching tutorial
Tutorial Functions:
Types

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Selection criteria:
 Extensive interactivity
 Thorough user control
 Appropriate pedagogy
 Adequate answer-judging and
feedback
 Appropriate graphics
 Adequate record keeping
Tutorial Functions:
Criteria

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Benefits:
 Immediate
feedback
 Motivation
 Time savings
 Self-contained &
self-paced unit
of instruction
Limitations:
 Criticism by
constructivists
 Lack of good
products
 Reflect one
instructional
approach
Tutorial Functions:
Benefits and Limitations

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Strategies:
 Self-paced
reviews
 Alternative
learning
strategies
 Instruction
when teachers
are unavailable
Usage guidelines:
 Assign
individually
 Use learning
stations or
individual
checkout
Tutorial Functions:

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Teach About Something
 Physical
 Iterative
Teach How to Do Something:
 Procedural
 Situational
Simulation Functions:
Types

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 System fidelity
and accuracy
 Good
accompanying
documentation
to explain
system
characteristics
and uses
Selection criteria

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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
Benefits

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 Criticisms of
virtual labs
 Accuracy of
models
 Misuse of
simulations
Limitations

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 Replace or supplement lab
experiments, role-playing, field
trips
 Introducing, clarifying a new topic
 Fostering exploration and process
learning
 Encouraging cooperation and
group work
Strategies

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 Effective with whole class, small
groups, or individuals
 Can be used to instigate
discussion and collaborative
work
Usage guidelines

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 Game rules
 Elements of
competition
or challenge
 Amusing or
entertaining
formats
Instructional Game Functions:
Characteristics

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 Appealing formats and activities
 Instructional value
 Reasonable physical dexterity
requirements
 Social, societal, and cultural
considerations
Selection criteria

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Benefits:
 High
interest
 Engagement
 Appeals to
innate
desire to
complete
and play
Limitations
 Learning vs. fun
 Confusion of
game rules and
real-life rules
 Inefficient
learning
 Classroom
barriers

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Strategies
 In place of
worksheets and
exercises
 To teach
cooperative
group working
skills
 As a reward
Guidelines:
 Use sparingly
 Involve all
students
 Emphasize
the content-
area skills

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Types:
 Content-free:
Fosters skills in
solving any
problems
 Content-area:
Gives practice in
solving content-
area problems
Criteria:
 Challenging,
interesting
formats
 Clear links to
developing
specific
problem-
solving skills
Problem Solving Functions:
Types and criteria

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Guidelines for directed teaching
1. Identify specific PS skill to
foster
2. Decide on best activity
sequence to foster skill
3. Select software matched to
specific skill
4. Determine where software fits
in the teaching sequence

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Guidelines for constructivist teaching
1. Allow exploration, but
structure directions, goals
2. Tailor help to individual needs
3. Promote reflective
environment
4. Stress thinking processes, not
correct answers

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Problem Solving Functions :
Guidelines for constructivist teaching
Continued:
5. Link PS activities in software to
other types of PS
6. Use small-group work
7. Use alternative assessments

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Characteristics:
 Adaptive
assessment
 Curriculum
matched to
Common Core
Standards
 Multiple
learning media
Criteria:
 Careful, well-
planned initial
review
 Process
involves both
teachers and
school
administrators
Personalized Learning Systems:
Characteristics and criteria

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Benefits:
 Personal
learning
solutions
 Achievement
information by
student, teacher,
class, or school
 Free teacher
time
Limitations:
 Not
enough
research
available
on effects
Personalized Learning Systems:

Ch 3 pp3

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