Relative Advantage of Using Instructional Software
Link to the same post in my Learning Log.
Surfing the global Web for a right instructional software can be quite a daunting task for educators, especially considering the variety available on the market. It is not unusual to spend hours trying to find "right" software only to eventually fail and, after all the time spent on searching, return to the traditional books, papers, and pencils. From this perspective, this week's assignment was very helpful; it certainly clarified what types of instructional software exist and what their purposes are. Having completed this assignment will definitely prove helpful because knowing the types and purposes of instructional software will make the search more efficient and less time consuming. After all, having a clear vision of what one is looking for makes all the difference!
According to Roblyer and Doering (2010), there are 5 types of Instructional Software:
Prior to making a selection of the software, teachers first need to determine relative advantage; i.e., decide whether or not, and exactly how, this particular software will have an effect on students' learning. Another important step (prior integration) would be to assess Tech-PACK, the pedagogical and content domains: does the software support the methods and the content to be taught? Finally, prior to software integration, teachers need to decide on learning objectives, learning outcomes, and the way those outcomes will be assessed.
At this point, it is important to discuss specific functions of each type of instructional software and whether it supports directed or constructivist approach to learning.
1. Drill and Practice
Generally, Drill & Practice software aims to give students an opportunity to work problems or answer questions, as well as receive immediate feedback on correctness. Learners might receive answers such as "Well done" or "Try again", or not be given an opportunity to move on to the next step before successfully passing the previous one. Examples of this type of software include: flash cards, chart fill-in activities, and branching drills. Lastly, Drill and Practice software supports directed instructional strategies and is criticized for its " automaticity" by constructivists (Roblyer and Doering, p. 85.)
Example of Drill & Practice for ESL learners: Vocabulary flash cards or spelling practice.
According to Roblyer and Doering (2010), there are 5 types of Instructional Software:
- Drill and Practice
- Tutorials
- Simulation
- Instructional Game
- Problem Solving
Prior to making a selection of the software, teachers first need to determine relative advantage; i.e., decide whether or not, and exactly how, this particular software will have an effect on students' learning. Another important step (prior integration) would be to assess Tech-PACK, the pedagogical and content domains: does the software support the methods and the content to be taught? Finally, prior to software integration, teachers need to decide on learning objectives, learning outcomes, and the way those outcomes will be assessed.
At this point, it is important to discuss specific functions of each type of instructional software and whether it supports directed or constructivist approach to learning.
1. Drill and Practice
Generally, Drill & Practice software aims to give students an opportunity to work problems or answer questions, as well as receive immediate feedback on correctness. Learners might receive answers such as "Well done" or "Try again", or not be given an opportunity to move on to the next step before successfully passing the previous one. Examples of this type of software include: flash cards, chart fill-in activities, and branching drills. Lastly, Drill and Practice software supports directed instructional strategies and is criticized for its " automaticity" by constructivists (Roblyer and Doering, p. 85.)
Example of Drill & Practice for ESL learners: Vocabulary flash cards or spelling practice.
2. Tutorial
Tutorials can be viewed as sequential lessons on single topics delivered in a similar ways to teacher's classroom instructions (p. 86). This particular type of software can also be compared to human teachers/tutors, as it helps learners master a specific skill/knowledge with no additional assistance. That is, tutorials can act like teachers and explain the topic, allow practice, and apply an assessment (p.79). Tutorials are also often criticized by constructivists for "delivering directed instructions rather than allowing learners to generate their own knowledge" (p. 88.)
In the case of English learners, tutorials can explain a certain grammatical structure or a writing strategy, as well as give examples, feedback, and assessment.
Example: Writing Lab Orientation for ESL Writers.
3. Simulation
Overall, simulations are designed to provide learners with real-world environments that otherwise are difficult or impossible to find or visit. Roblyer and Doering define it "a computerized model of a real or imagined system that is designed to teach how the system works" (p.90.) That is, flying an airplane or dissecting an animal (or even human) can be too expensive or simply infeasible, yet important for students to learn. In such cases, simulations will create almost identical environments to "demonstrate underlying concepts" (79.) Simulations are supported by both directed and constructivist learning strategies.
For English learners, visiting an English speaking country in Second Life virtual environment can simulate real-world environment.
Tutorials can be viewed as sequential lessons on single topics delivered in a similar ways to teacher's classroom instructions (p. 86). This particular type of software can also be compared to human teachers/tutors, as it helps learners master a specific skill/knowledge with no additional assistance. That is, tutorials can act like teachers and explain the topic, allow practice, and apply an assessment (p.79). Tutorials are also often criticized by constructivists for "delivering directed instructions rather than allowing learners to generate their own knowledge" (p. 88.)
In the case of English learners, tutorials can explain a certain grammatical structure or a writing strategy, as well as give examples, feedback, and assessment.
Example: Writing Lab Orientation for ESL Writers.
3. Simulation
Overall, simulations are designed to provide learners with real-world environments that otherwise are difficult or impossible to find or visit. Roblyer and Doering define it "a computerized model of a real or imagined system that is designed to teach how the system works" (p.90.) That is, flying an airplane or dissecting an animal (or even human) can be too expensive or simply infeasible, yet important for students to learn. In such cases, simulations will create almost identical environments to "demonstrate underlying concepts" (79.) Simulations are supported by both directed and constructivist learning strategies.
For English learners, visiting an English speaking country in Second Life virtual environment can simulate real-world environment.
4. Instructional Games
By providing game like environment, this instructional software has proven to increase learners motivation to use them for educational purposes (Roblyer and Doering, 95.) The authors also outline the "common characteristics" that separate instructional games from other types of software: "game rules, elements of competition or challenge, and amusing or entertaining formats" (p.95.) Lastly, this software is also supported by both directed and constructivist learning strategies (p. 95.)
5. Problem Solving
This instructional software is designed for just that - solving problems (p. 99.) Research literature on problem-solving software, according to Roblyer and Doering, reports such subskills for problem-solving as "metacognition, observing, recalling information, sequencing, analyzing, finding and organizing information,inferring, predicting outcomes, making analogies, and formulating ideas." (p. 99.) Finally, this software is also supported by both directed and constructivist learning strategies.
To conclude, today's educators have a great choice and endless opportunity to support their teaching with instructional software and provide their students with additional learning practices. In order to do it efficiently and productively, however, the teachers themselves should be well-informed and well-educated about the types and purposes of available software.
The following PREZY presentation demonstrates types of Instructional Software in visual format.
References: Roblyer, M. D., & Doering, Aaron H. (2013). Integrating educational technology into teaching. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall.