Teaching Roles for Instructional Software Alan Shurling.
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Transcript of Teaching Roles for Instructional Software Alan Shurling.
Teaching Roles for Instructional Software
Drill-and-practice
Tutorial
Simulation
Instructional game
Problem-solving program
Drill-and-Practice Teaching Function
Drill-and-practice software functions are exercises in which students work example items, and receive feedback on their correctness (Rayber, 2016)
Types of Drill-and-practice
Flash card activity
Students answer questions that are presented one at a time
Program responds by giving positive or negative feedback
Chart fill-in activates
Students are asked to complete a chart to test for fluency
Branching drill
Students must answer questions correctly at a predetermined mastery level
Then students will be moved onto more advanced questions
Extensive feedback activates
Students receive more than correct/incorrect feedback
Which Drill-and-Practice Software Should I Use?
The software must have the following
Control over the presentation rate
Answer judging
If questions are short answer, program must be able to discriminate between correct/incorrect
Appropriate feedback for correct and incorrect answers
Characteristics tailored to young learners
Problems with Drill-and Practice
Can be misused or overused
Can be considered an outdated approach to teaching
How to Incorporate Drill-and-Practice Software
Replace worksheets and homework assignments
Use it to prepare for test
Tutorial Teaching Functions
Tutorial software is an entire instructional sequence on a topic (Rayber, 2016)
Categories of Tutorials
Linear tutorial
Gives instructional sequence of explanation, practice, and feedback to all learners
Branching tutorial
Directs learning along alternate paths depending on how they respond to questions and whether they show mastery of certain parts of the material
Which Tutorial Software Should I Use?
Extensive interactivity
Thorough user control
Appropriate pedagogy
Adequate answer-judging and feedback capabilities
Appropriate graphics and/or video
Adequate recordkeeping
Problems with Tutorials
Criticism since tutorials use direct instruction
Lack of well-designed products
Reflect only one instructional approach
When to Incorporate Tutorial Software
Use for students who are slower to understand the material
Allows for self-pacing
Alternate learning strategies
Use when teachers are unavailable
Simulations
A simulation is a computerized model of a real or imagined system that is designed to teach how the system works (Rayber, 2016)
Types of simulations
Physical simulation
Allows users to manipulate things or process represented on their screen
Iterative simulations
Speeds up or slow down processes that usually happen either to slowly or to quickly for students to see unfold
Procedural simulations
Teach the appropriate sequences of steps
Situational simulations
Gives students hypothetical situ
Benefits of Simulations
Compress time
Slow down the process
Get students involved
Make experimentation safe
Make the impossible possible
Save resources
Allow repetition
Allow observation of complex process
Problems with simulations
Criticism since it replaces hands-on learning
Students may develop inaccurate or imprecise perspectives on the systems’ complexity
Teacher misuse
When to Use Simulations
To replace or supplement lab experiments
Supplement role-playing
Supplement field trips
Introduce a topic
Foster exploration
Encourage cooperation
Instructional Game
Are software products that add game-like rules and/or competition to learning activities
How Do I Select Good Instructional Games
Appealing and appropriate formats and activates
Instructional value
Physical dexterity is reasonable
Social, societal, and cultural considerations are addressed
Benefits of Instructional Games
Allows teachers to take advantage of students’ need to play in order to get students to spend more time on the topic
Problems with Instructional Games
Schools ban games since students feel they are escaping learning
Confusion of game rules and real-life rules
Inefficient learning
Classroom barriers
When to use Instructional Games
In place of worksheets
To teach noncognitive skills
Teach cooperative group working skills
As a reward
Problem-Solving
Problem-solving software functions may focus on fostering component skills in or approaches general problem-solving abilities (Rayber, 2016)
Two Views on Problem Solving
Content-area problem solving
Software focuses on teaching content-area skills
Content-free problem-solving skills
Problem-solving ability can be taught directly by specific instructions and practice
How Do I Select Problem-Solving Software?
Format should be interesting and challenging
Should have a clear link to developing a specific problem-solving ability
Benefits of Problem-Solving Software
Promotes visualization in mathematics problem solving
Improves interest and motivation
Prevents inert knowledge
Problems with Problem-Solving Software
Terms are used to describe the software, but their meaning are unclear
Software claims verses effectiveness
Lack of skill transfer
When to use Problem-Solving Software
To teach component skills
To provide support in solving problems
Encourage group problem solving
To provide practice in solving problems
Teaching Role Summery Teaching function Pros Cons Integration Drill-and-Practice Immediate feedback, increased
motivation, and saving teacher time
Can be misused or overused and can be considered an outdated approach to teaching
Replace worksheets and homework assignments and use it to prepare for test
Tutorial Same benefits of drill-and-practice and it offers a self-paced experience
Criticism since tutorials use direct instruction, lack of well-designed products, and reflects only one instructional approach
Use for students who are slower to understand the material, alternate learning strategies, and use when teachers are unavailable
Simulation Compress time , slow down the process, get students involved, make experimentation safe, make the impossible possible, save resources, allow repetition, and allow observation of complex process
Criticism since it replaces hands-on learning, students may develop inaccurate or imprecise perspectives on the systems’ complexity, and teacher misuse
To replace or supplement lab experiments, supplement role-playing, supplement field trips, introduce a topic, foster exploration, and encourage cooperation
Instructional Game Allows teachers to take advantage of students’ need to play in order to get students to spend more time on the topic
Schools ban games since students feel they are escaping learning, confusion of game rules and real-life rules, inefficient learning, and classroom barriers
In place of worksheets, to teach noncognitive skills, teach cooperative group working skills, and as a reward
Problem-Solving Promotes visualization in mathematics problem solving , improves interest and motivation, and prevents inert knowledge
Terms are used to describe the software, but their meaning are unclear, software claims verses effectiveness, and lack of skill transfer
To teach component skills, to provide support in solving problems, encourage group problem solving, and to provide practice in solving problems