Strategies tive multimedia programs.” Checklists by Hoffman and

Strategies tive multimedia programs.” Checklists by Hoffman and

Lyons (1997) and Vaille and Hall (1998) are among those Although descriptions of instructional software in the liter- that include criteria for more open-ended products. Further ature are changing, many references to software evaluation criteria and methods for evaluating multimedia and online criteria and evaluation methods focus on products to be multimedia products are discussed in Chapters 6 through 8. used with directed instruction. While many criteria are ap- For a summary of all instructional software uses matched to propriate for software designed for both directed and con- directed and constructivist integration strategies, see the structivist kinds of uses, additional details are often lacking matrix in Table 3.3.

Interactive Summary 2. Integrated learning systems — These products offer

computer-based instruction and other resources to support instruction, along with summary reports of

The following is a summary of the main points covered in student progress through the instruction; all are this chapter. Additional examples and information on these provided through networked or online sources. Now points can be found by visiting recommended websites at often referred to as “software solutions” or “technol- MyEducationLab. ogy solutions,” the top software solutions or ILS

programs offer a range of resources from assessment

1. Types of instructional software — Instructional software system features that help diagnose and remedy stu- packages are computer programs designed specifically dent deficits to helping teachers use the products to deliver or support one or more kinds of learning

more effectively.

activities. These programs can serve one or more of the following five functions:

3. Using instructional software to meet classroom needs — Instructional software functions can meet

• Drill and practice — Students work example items, each of the following classroom needs: usually one at a time, and receive feedback on their • Drill and practice — Supplementing or replacing

correctness. worksheets and homework exercises, preparation for

• Tutorial — These provide an entire instructional

tests

sequence similar to a teacher’s classroom instruction • Tutorial — Self-paced reviews of instruction, alterna- on a topic. tive learning strategies, and instruction when teachers

• Simulation — These computerized models of real or

are unavailable

imagined systems are designed to teach how the sys- • Simulation — In place of or as supplements to lab tem works.

experiments, in place of or as supplements to role • Instructional games — These activities are designed

playing, in place of or as supplements to field trips, to increase motivation by adding game rules and/or

to introduce or clarify a new topic, to foster explo- competition to learning activities. Probably the most

ration and problem solving, and to encourage coop- famous instructional games are Math Blaster ® and the

eration and group work

Carmen Sandiego ® series. • Instructional game — In place of worksheets and exer- • Problem solving — These programs serve one of

cises, to teach cooperative group working skills, and as a three purposes: (1) to foster component skills in-

reward

volved in solving problems, (2) to teach or provide • Problem solving — To teach component skills practice in general approaches to problem solving, or

in problem-solving strategies, to provide practice in (3) to teach or provide opportunities to practice solv-

solving problems, and to encourage group problem ing various problems in specific content areas.

solving

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