Software Name (Function Type) Show one example for each of the 5 types. Benefits Limitations & Problems Use in Teaching (Examples) 1. Drill & Practice-provides exercises in which students work example items and receive feedback on their correctness. Immediate feedback- informs students immediately whether their answers are correct so they can make quick corrections Motivation-a lot of students enjoy working on a computer rather than with pencil and paper Saves time- doesn’t require teacher to give or grade the drill. Students can practice on their own while the teacher addresses other student needs. Perceived misuses- some teachers present drills for overly long periods or for teaching functions that drills are ill suited to accomplish Criticism by constructivists-introducing isolated skills and directing students to practice them contradicts the trend toward restructured curriculum in which students learn and use skills in an integrated way within the context of their own projects that specifically require the skills. Supplement or replace worksheets and homework exercises-learning may require a rehearsal activity to make sure information is stored in long-term memory so it can easily be retrieved Prepare for tests-when students need to prepare to demonstrate the mastery of specific skills in important tests drill and practice can help them focus on their deficiencies and correct them. 2. Tutorial-entire instructional sequence on a topic, similar to a teacher’s classroom instruction. This is usually expected to be a self-contained instructional unit. Students should be able to learn the topic without any other help or materials. Immediate feedback Motivation Saves time Offers self-contained self-paced unit of instruction Personalizes instruction and makes the learning of complex tasks much more efficient by reducing cognitive load. Criticism by constructivists-Tutorials deliver directed instruction rather than allowing students to generate their own knowledge through hands-on projects. Lack of good products-difficult and expensive to design and develop tutorial software Reflect only one instructional approach Self-paced reviews of instruction-addresses students need by allowing them to work at their own pace. Alternative learning strategies-students can structure their own learning activities and proceed at their own pace. Instruction when teachers are unavailable

Software Name (Function Type) Show one example for each of the 5 types. Benefits Limitations and Problems Use in teaching (examples) 3. Simulations-computerized model of a real or imagined system that is designed to teach how the system works. Compress time-allows students to cover more variations of the activity in a shorter time. Slow down processes-Can model processes normally invisible to the human eye due to the speed they occur Get students involved-Captures attention by placing student in charge of things and asking specific questions. Makes experimentation safe Makes impossible possible-provides access to resources or situations teachers cannot provide. Save money and resources-simulated experiments can be cheaper and just as effective as an actual experiment. Allow observation of complex processes-can isolate parts of activities and control background noise Criticism of virtual lab software-replaces hands on, in class labs with virtual ones. Simulations should only be used as supplements to regular labs. Accuracy of models-shortage of products that are of high enough quality to be useful for school learning. When students see simplified versions of systems in a controlled situation, they may get inaccurate or imprecise perspectives on the systems’ complexity. Misuse of simulations-simulations are used to teach concepts that could just as easily be taught on paper with real objects. If students can master the activities of a simulation without actually developing effective problem solving skills such applications can encourage counterproductive behavior. In place of or as supplements to lab experiments-when adequate materials are unavailable teachers can locate computer simulations of the required experiments. In place of or as supplements to role-playing takes personal embarrassment out of experience, makes role playing controllable and spark imagination and interest. In place of or as supplements to field trips-provides an experience when field trips to see in real life are unavailable, also swerve as a introduction or follow up to trips. Introducing and/or clarifying a new topic Fostering exploration and process learning-can illustrate and provide practice using scientific methods. Encouraging cooperation and group work 4. Instructional Games-delivers fun and effective learning. Add game-like rules and/or competition to learning activities. More interesting than traditional instruction Provides teachers with opportunities for taking advantage of innate desire to get students focus on a curriculum topic. Makes learning more engaging and motivational. Learning Vs. Fun-can convince students that they are escaping from learning, drawing attention away from the value and motivation of learning. Winning game becomes primary focus. Confusion of game and real life rules-students confuse the game from the skill Inefficient learning-hard to pinpoint educational value Classroom barriers In place of worksheets and exercises-use games to help students acquire automatic recall of prerequisite skills. To teach cooperative group working skills-serve as the basis for introduction to group work. Competitive qualities can present opportunities for competition among groups. As a reward

Software Name (Function Type) Show one example for each of the 5 types. Benefits Limitations & Problems Use in Teaching (Examples) 5. Problem Solving-focus on fostering component skills in or approaches to general problem-solving ability or provide opportunities to practice solving various kids of content-area problems. Promotes visualization in mathematics problem solving-helps students visualize abstract concepts and better understand how to solve problems that call for those concepts Improved interest and motivation-students enjoy practicing solving problems in activities they find interesting and motivating. Prevents inert knowledge-can make knowledge and skills more meaningful because they illustrate how and where info applies to actual problems. Students learn knowledge and application. Names Vs. Skills-terms used to describe problem solving may not be clear. Software claims Vs. effectiveness-students don’t always learn intended skills when playing games. Possible negative effects of directed instruction-direct attempts to teach problem-solving strategies can be counterproductive for some students. Transfer-general problem solving skills may not transfer to content-area skills. To teach component skills in problem-solving strategies-good hands-on experience with one or more of the skills required to use a problem solving approach. To provide support in solving problems-scaffold students as they practice solving complex problems. To encourage group problem solving-provides environments that lend themselves to solving problems in small groups.