Types of Instructional Software

Ronika Amerson
ED 505 Education and Technology
June 24, 2013


Different Types of Instructional Software for 21st Century Learners

“Instructional software is a general term for computer programs designed specifically to deliver instruction or assist with delivery of instruction on a topic” ( Roblyer & Doering, 2013, p. 77). There are six functions that are fulfilled by instructional software. They include:


1. Drill and Practice Software Functions- in this function, students are usually provided exercises in which they work examples items individually and receive immediate, corrective feedback. I have found the drill and practice function extremely useful for mastery of math facts and for vocabulary practice. Students are often weak in math facts, especially multiplication. One site that I use often is Math Magician (http://oswego.org/ocsd-web/games/mathmagician/cathymath.html).
Students quickly become eager to learn their facts and make the one minute or five minute time limits. Although the students are not given immediate feedback, a percentage is given after the time expires. The teacher then has the option of showing students which facts were incorrect. It is a great resource for motivation. “Computer-based practice may motivate students to do the practice they need. Computers don’t get impatient or give disgusted looks when a student gives a wrong answer” (Roblyer & Doering, 2013, p. 84).

2. Tutorial Software Functions-these functions are very similar to that of classroom instruction in which an instructional sequence on topics occur. With this type of software, students should be able to learn the material without the dependence of any other materials. One great source that could be used when teaching the branches of government or the constitution is http://congressforkids.net. I would use this source to guide my students through each sequence of topics. The site even provides quizzes and immediate feedback.

3. Simulation Software Functions- these programs provide computerized models of a real or imagined system that is designed to teach how the system works.(Examples: three dimensional models, demonstrations of how to mix chemicals, or graphics). I often use the site http://www.kidwings.com/owlpellets/flash/v4/index.htm to show students the virtual dissection of an owl pellet before we dissect our owl pellets from our AMSTI units.

4. Instructional Game Functions- these programs add rules similar to games and provide computation to learning activities. Some good strategies for selecting instruction games according to (Roblyer & Doering, p. 95) is to make sure the activities and formats are appealing, make sure the games have instructional value, and be sure the physical dexterity is limited. I incorporate jeopardy review games into my teaching often. The good thing about this is that there are various jeopardy games that are already on the web that can be adjusted to fit your instruction. However, be sure to give credit. The link to create your own jeopardy game review is http://www.superteachertools.com/jeopardy.

5. Problem-solving functions- the main goal of this function is to provide opportunities to develop problem-solving skills through ample practice. Systems could invest in program such as http://www.criticalthinking.com. This program can provide various practice exercises for students to improve visual memory skills required for reading and math activities.

6. Integrated Learning systems (ILSs)- these are online systems that provide both computer-based instruction and report student progress. My school uses Kids College www.kclogin.com. This program provides reading and math instruction and game features after a set number of questions determined by the teacher. It allows you to track students’ progress and assign more practice needed on particular skills. Students’ progress is emailed to the teacher. One cool feature is notifying you if a student is randomly guessing on items.

According to Roblyer and Doering (p. 167), there are many benefits to software tools including: "improved efficiency and productivity, improved appearance, better accuracy and timeliness of information, and more support for interaction and sharing. Let's make the most of it!


Reference

Doering, H. and Robyler, M.D. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson.