Wednesday June 07, 2006
Blog #3 Software
Description of Tool/Resource/Strategy
Software applications enable the computer to become a useful tool/resource, providing capability and functionality. Software encompasses various types of applications including, but not limited to, simulations, functional applications (MS Office), drills and games. Software can be the means to an end, such as using an application to create a product, or the end itself. Software provides entertainment and edutainment. Educational software is designed and created for individuals to use at home and for teachers to use at school. Increasingly, applications are offered on the Internet, to be accessed from any computer with Internet access.
Key Findings from Reading
In the Williams' reading, "Teacher Beliefs About Educational Software: A Delphi Study," educational computer specialists and teachers (at the elementary, middle and high school levels) were surveyed regarding 1) perceived deficits in current educational software, 2) teaching modifications teachers routinely made to use the software, 3) suggestions for improving software, 4) what changes need to be made to meet today's needs and 5) their vision of future software. After consensus was reached, key findings from this study found teachers' major concerns to be "cost, curriculum, and instructional design issues."
Reflection
As a teacher of computer applications and programming, I am hostage to the applications required in my classes. Frustrating does not even begin to cover the feelings when the county selects an application to be used, then the applications does not install and work as promoted and promised. For example, when I taught Keyboarding, we were required to use a Glencoe product. Unfortunately, it did not install on our network in such a manner as to allow access to many of the applications functionality. With other applications, due to our network's security, the county's access control lists and the server's lack of space, the execution of the program can lag or freeze and some aspects of the program may not be enabled.
Aside from dealing with these practicalities, the cost can be prohibitive. As software may need to be installed in multiple rooms (traveling teachers), licensing issues arise. The costs of a site license versus a specific number of licenses can make the software unattainable. If you can get the licenses for your classroom, the student may not have it at home. For example, I teach computer programming. While in one class (AP Computer Science - Java), the software is free, in another (Computer Programming I - VB.NET) the cost of the software is more than a student or his/her parent/guardian may want to invest for a one-term class. The student can then only work on assignments at school, when the lab is available.
With regards to working the teaching around the software, I am again restricted by the textbook specific to the program and what the software can do (or is allowed to do). Customizing for my class is not possible. For example, my students could not add music to their application because access is not allowed or they cannot access a feature because is not available in our version. And unfortunately, our version is usually at least two versions behind the latest.
Meeting today's needs, matching curriculum and implementing good instructional design is most assuredly a challenge facing the companies creating and marketing their software to teachers. It is apparent these companies need to work more closely with teachers who are their potential users. Too often the purchasers of this software are administrators who have not been in the classroom in a while (or ever) and are out of touch with what is in actuality needed to support and encourage the student. As found in the paper, we need software to engage, to teach, to motivate, to explore and to support the student. Posted by lpkeller ( Jun 07 2006, 09:36:08 AM EDT ) Permalink
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