Reflecting On What I Know

Chapter 11 Integrating Problem-Solving and Educational Software

# What are the benefits of using problem-solving or educational software?
Classroom problem-solving software ususally includes games and simulations and are structured for application of student content knowledge and skills geared toward "wining" the game (p. 284).  These games require quick thinking and response that can increase problem-solving skills and produce a desired interest toward learning rather than passing (p. 284).  Educational software includes practice drills, tutorials, and integrated learning systems (p. 284).  Research cited in our textbook indicates that basic student skills improve after regular usage of educational software (p. 284).  Practice drills provide immedicate feedback for student and teacher review.  In a Kulik study cited in our textbook,  student learning in math and science increased with the use of tutorials (p. 285).  Integrated learning systems "provide instructional content, mastery-type practice, feedback, and assessments that are aligned to state standards" (p. 285). 

# How do I choose the correct software?
Teachers need to choose software whose end result will accomplish the intended goal.  Our texbook suggests the following critieria for selecting software:  content accuracy; research-based instructional strategies; alignment with istructinal objectives; assessment of learning; and ease of use (p. 286).  In choosing a software, teachers can read all of the reviews regarding the software, collect information and form their own review, collect student performance data and their attitude toward the use of the software, design their own database along with other teachers, and check online blogs for expressed opinions and suggestions (pp. 288, 290, 300).

# When I integrate problem-solving or educational software into a lesson, what changes will be needed?
 Teachers should review the NTeQ lesson planning and the standard and objective components when integrating software into their lesson plans to decide what changes they need to make.  Teachers need to review their lesson plan and decide what additional activities or games can be used in conjunction with the software to reach the desired goal (p. 299).

   Reference
Morrison, G. & Lowther, D., (2010). Integraing Computer Technology into the Classroom:  Skills for the 21st Century. Pearson Education, Boston, MA. USA