Problem-Solving and Educational Software

Reflecting on What I Know: Chapter 11

1. What are the benefits of using problem-solving or educational software?

Producers of educational software have increased their variety of software due to the increased availability of computers in today's classrooms and homes. Most problem-solving software includes games and simulations. These games and simulations increase student attention and motivation. Games offer the opportunity to exercise a skill that closely matches thinking, planning, learning, and technical skills that are highly demanded by employers in the world of industry. Games are, also, structured to require application of content knowledge and skills in order to "win" the game. These games offer second-by-second decision making that allows the students to go through a process that requires them to make decisions, show action, give feedback, and reflect on their decisions. This is the basis for all learning. In addition, games support selected principles of effective pedagogy. (Morrison-Lowther, 284). Through simulations, students are able to manipulate components, view multiple angles of a bridge, zoom for a macro view of DNA, and conduct experiments to compare nuclear chain reactions (Morrison-Lowther, 284).

Educational software can be used through drill and practice, tutorials, and integrated learning systems. Drill and practice software offers the opportunity for students to engage in interactive basic skills practice that provides immediate individual performance feedback (Morrison-Lowther, 284-285). Tutorials use animation, video, and interactivity to teach students basic skills and new information. Students can produce favorable results through tutorials (Morrison-Lowther, 285). Integrated learning systems provide instructional content, feedback, mastery-type practice, and assessments. These are aligned with state standards and tracked by individual students. There has been an increase in students' performance in math and reading by using integrated learning systems (Morrison-Lowther, 286).

2. How do I choose the correct software?

 Teachers should evaluate the soundness of the software, before purchasing the product (Morrison-Lowther, 286). One way to determine which software should be used is by determining why the students should be using it and how you will know if the students benefited from the software and if they met and achieved their learning objectives or not. Choosing the appropriate software requires software evaluations. The following is a guideline or criteria to follow when selecting and examining the software that you have chosen to use in your classroom.

1. Content accuracy
2. Research-based instructional strategies:
Learner control of program features, variety of appropriate feedback, motivational and interesting
3. Effectively meets instructional objectives:
Content is aligned to objectives, Practice and feedback are aligned to objectives
4. Assessment of learning
Student attainment of objectives is assessed
5. Ease of use
Technical quality, precise and consistent directions, appropriate reading level for target audience
(Morrison-Lowther, 287)

3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?

There are six components of an NTeQ lesson plan that corresponds with integrating problem-solving and educational software into a lesson. They are as follows: (Morrison-Lowther, 292).

1. Computer functions
2. Research and Analysis
3. Results Presentation
4. Activities During Computer Use
5. Activities Before Computer Use
6. Activities After Computer Use

Resources:

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Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom, Skills for the 21st Century (Fourth Edition). Boston, MA: Pearson Education.