Drill-and-skill software allows teachers to present students with
specific examples and questions that they can work in sequence in order to test
their knowledge of material. This can be working math problems or questions
which allow them to fill in the right answer (Roblyer & Doering,2013, p.
81). An example of this type of software is flashcards like those found here http://www.insidestoryflashcards.com/printable_flashcards/index.php.
This website provides flashcards with
pictures and definitions which allow the learner to receive instant feedback on
their retention of the material.
Tutorial software is intended to stand alone similarly to an
educator’s lecture or classroom instruction. Successful tutorial software
includes feedback, entertaining graphics, steady user control, and
recordkeeping (Roblyer & Doering, 2013, p.87). The example found here http://www.carnegielearning.com/specs/cognitive-tutor-overview/
provides all of the above mentioned criteria. This site focuses on math. It
uses a layering of tutorials in order to teach arithmatic concepts from grade
level to level.
Another software type is simulation. These uses of software can
either teach students about something or how to do something by allowing them
to manipulate pieces and objects in order to find an outcome (Roblyer &
Doering, 2013, p.90). Here http://physion.net/
educators can create their own simulations in order to help their students
practice experiments in physics. This way their experiments are safe and
repeatable.
Using game teaching functions is a way for teachers to sneak learning
into an activity that students expect to be fun. This type of software differs
from the others because it includes elements of rules, challenges, and
competition (Roblyer & Doering, 2013, p. 95). This game at http://www.historyglobe.com/jamestown/ places students in the
colony of Jamestown. It teaches them about life during a specific time period
and allows them to learn about the functions of a society.
Another software is problem-solving teaching functions. These
can be used either to teach content-area problems or to teach the skill of
problem solving itself (Roblyer & Doering, 2013, p.99). This cite http://pbskids.org/games/problemsolving.html has a plethora of
activities that allow students to hone their abilities at solving problems.
This is important because so much of education at a higher level depends upon
being able to consider an outcome without a clear path to how to reach it.
Integrated Learning Systems are an inclusive package usually
containing everything from course materials to professional development software
(Roblyer & Doering, 2013, p.102). These types of systems can be expensive
considering all that they entail. Compass Learning, found here http://www.compasslearning.com/product-demos, creates specified
integrated learning systems that are developed for groups of students and
teachers with their needs in mind.
All of these applications can have
their effectiveness easily tested by the use of test generators. These tools, like the one found here http://test-generator.software.informer.com/, make it simple for teachers to
generate multiple versions of the same test (Roblyer & Doering, p.148). In
addition, statistical software,
shown here http://www.systat.com/SystatProducts.aspx,
can take the data recorded from the test and help the teachers analyze the
results to determine certain factors (Roblyer & Doering, p.152). The
combination of all of these software programs can lead to improved
productivity, appearance, accuracy, and collaboration (Roblyer & Doering,
2013, p.112-113).
FreeTeacherTools. (2010, February 15). Free tools for teachers: Helping you engage students. Retrieved from http://www.youtube.com/watch?v=0NN4KF01Xtw
