INSTRUCTIONAL SOFTWARE

FOR 21st CENTURY TEACHING

PRODUCTIVITY SOFTWARE

• Designed to help teachers and

students creating reports,
grades, communicating,
developing of materials, and
keeping records effectively and
efficiently.
PRODUCTIVITY SOFTWARE

• Word Processing Software

• Electronic Spread sheet
Software
• Presentation Software
• Graphics and Multimedia
Software
• Administrative Software
INSTRUCTIONAL SOFTWARE

• Programs designed specifically to

deliver instruction or aid with the
delivery of instruction
• Intended to teach skills or
information through
demonstrations, examples,
explanations, or problem solving
• Previously known as computer
assisted instruction (CAI) or
courseware, computer-based
instruction (CBI), computer-based
learning (CBL) or computer-
assisted learning (CAL
INSTRUCTIONAL SOFTWARE

• Drill and Practice

Software
• Tutorial Software
• Simulations
• Instructional Games
• Problem Solving
Software
• Special Needs
Software
DRILL AND PRACTICE SOFTWARE

• Provide exercises where

students work example items,
usually one at a time, and
receive feedback on their
correctness
• Programs vary considerably in
the kind of feedback they
provide in response to student
input
DRILL AND PRACTICE SOFTWARE

Flash Card Activities

• Most basic type of digital
drill-and-practice.
• A question is presented
and the learner types of
chooses an answer.
• The program responds
with positive or negative
feedback.
DRILL AND PRACTICE SOFTWARE

Chart fill-in Activities

DRILL AND PRACTICE SOFTWARE

Feedback Activities
• Detailed (remedial)
feedback is
provided by the
program on why
the answer that
the learner is
incorrect.
DRILL AND PRACTICE SOFTWARE

Criteria in Selecting
• Control Over the Drill-
and-Practice
• Answer Judging
• Gives appropriate
feedback
DRILL AND PRACTICE SOFTWARE

Benefits Limitations
• Immediate Feedback • Perceived misuses
• Motivation • Criticism by
• Saving teacher time constructivist
• Supplement or
replace worksheets
and homework
exercises
• Prepare for tests
DRILL AND PRACTICE SOFTWARE

GUIDELINES IN USING
• Make be sure that the learners have
been introduced to the concepts
underlying the drill.
• Set time limits to prevent the learner
from getting bored.
• Assign drill-and-practice exercises
to individual learners and not a
group of learners.
• Use learning station with different
kinds of activities in not all students
need drill- and-practice.
DRILL AND PRACTICE SOFTWARE

• Vocabulary Practice by BrainPop

DRILL AND PRACTICE SOFTWARE

• Chemistry Formulas by Chemistry

Drills.com
DRILL AND PRACTICE SOFTWARE

• Name the Note by Music Drills

TUTORIAL SOFTWARE

• is an entire instructional
sequence on a topic,
similar to teacher’s
classroom instruction.
• Self-contained
instructional unit than a
supplement to other
instruction
• True instructional
materials
TUTORIAL SOFTWARE

• A good tutorial software

should address all nine
instructional events.
• Includes one or more
practice sequence to
check students’
comprehension
TUTORIAL SOFTWARE

Categories
Linear Tutorial
• A tutorial that gives the
same instructional
sequence of explanation,
practice and feedback to all
learners regardless of
differences in their
performance
TUTORIAL SOFTWARE

Categories
Branching Tutorial
• Directs learners along alternate
paths depending on how they
respond to questions and
whether they show mastery of
certain parts of the material
• it has a range of complexity by
the number of paths they allow
and how fully they diagnose the
kinds of instruction a student
needs
TUTORIAL SOFTWARE

Criteria in Selecting
• Extensive interactivity
• Thorough User
Control
• Appropriate pedagogy
• Adequate answer-
judging and feedback
capabilities
• Appropriate Graphics
• Adequate
Recordkeeping
TUTORIAL SOFTWARE

Benefits Limitations
• Criticism by
• Immediate Feedback
constructivists
• Motivation
• Lack of Good
• Saving teacher time
Products
• Self-contained, self-
• Reflect only one
paced unit of
instructional
instruction
approach
TUTORIAL SOFTWARE

GUIDELINES IN USING
• Self-paced reviews of instruction
• Alternative learning strategies
• Instruction when teacher is
unavailable
• Assign Individually
• Use learning stations or individual
checkout
TUTORIAL SOFTWARE

• ETCAI
TUTORIAL SOFTWARE

• Laws of Motion by The Physics Classroom

TUTORIAL SOFTWARE

• Google Classroom
SIMULATION SOFTWARE
•
• computerized model of
a real or imagined
system that is designed
to teach how a system
works
• learners are given the
chance to select tasks
to do and the
arrangement on which
to do these tasks
TYPES OF SIMULATIONS

1. Simulations that teach

about something
a. Physical Simulations
• Allow users to
manipulate things or
processes represented
on the screen
• Includes three-
dimensional models
TYPES OF SIMULATIONS

1. Simulations that teach

about something
b. Iterative Simulations
• speeds up or slows down
• commonly used to illustrate
the growth of an object
• students can play it over
and over again with
different values, observing
the results each time
TYPES OF SIMULATIONS

2. Simulations that teach

how to do something
a. Procedural simulations
• appropriate sequences of
steps to perform
procedures.
TYPES OF SIMULATIONS

2. Simulations that teach

how to do something
a. Procedural simulations
• Include diagnostic
programs, in which
students try to identify the
sources of medical or
mechanical problems and
flight simulators, in which
students simulate piloting
an airplane or other vehicle
TYPES OF SIMULATIONS

b. Situational
Simulations
• Programs give students
hypothetical problem
situations and ask them
to react
TYPES OF SIMULATIONS

b. Situational Simulations
• Some allow for various
strategies such as letting
students play the stock
market or operate
businesses. Others have
most desirable and least
desirable options such as
choices when encountering
a potentially volatile
classroom situation.
SELECTING GOOD SIMULATION
SOFTWARE

• Realistic and accurate

representation of a
system
• Good documentation-
there should be a
direction or logical
representation of the
system
BENEFITS OF SIMULATION

• Compress time-this
feature is important
especially when
studying something that
takes time
• Slow down process-
slows down a model
processes which
happen quickly.
• Get students involved
BENEFITS OF SIMULATION

• Get students involved

• Make
experimentation safe
• Make impossible
possible
BENEFITS OF SIMULATION

• Save money and

other resources
• Allow repetition and
variations
• Allow observation of
complex processes
LIMITATIONS OF SIMULATION

• Criticism of virtual
lab software
• Accuracy of models
• Misuse of
simulations
Using Simulation in Teaching

Classroom applications of
simulation functions-
simulations are very useful
when real situation is too time
consuming, dangerous,
expensive, or unrealistic for a
classroom presentation.
Simulations should be
considered in the following
situations:
Using Simulation in Teaching

• In place of or as
supplements to lab
experiments
• In place or as
supplements to role-
playing
• In place or as
supplements to field
trips
Using Simulation in Teaching

• Introducing and/or clarifying

new topic
• Fostering exploration and
process learning
• Encouraging cooperation
and group work
Guideline:
• Simulations are more
effective in group discussion
SIMULATION SOFTWARE

• https://emindweb.com/
SIMULATION SOFTWARE

• https://www.nationalsms.com/
SIMULATION SOFTWARE

• http://digitalfrog.com/
INSTRUCTIONAL GAMES

• Add game-like rules and/or

competition to learning
activities
• Students expect fun and
entertaining activity because of
the challenge of competition
and potential of winning
• Used by teachers to hold
students’ attention or as a
reward for accomplishing other
activities
CHARACTERISTICS OF
INSTRUCTIONAL GAMES
• Game rules- games usually
features mechanics or rules of the
game for fair or equal competition
• Elements of competition and
talent- students are more
motivated because they are
challenged or they are expecting
a reward.
• Amusing or entertaining
formats- games usually have
“twists” that makes it more fun to
students.
SELECTING GOOD
INSTRUCTIONAL GAMES

• Appealing formats and

activities- includes elements
of adventure and uncertainty,
and levels of complexity
matched to learners’ abilities.
• Instructional Value- should
be carefully examine for their
value as both educational
and motivational tools
SELECTING GOOD
INSTRUCTIONAL GAMES
Physical dexterity is
reasonable
• Game should promote
motivation rather than
frustration.
• focus on content-area skills
rather than physical dexterity.
For content-area games, the
level of physical dexterity
should be manageable by
students.
 SELECTING GOOD
INSTRUCTIONAL GAMES
Social, societal and cultural
considerations- games
should be used in line with the
developmental stage of
learners. Ideally, teachers
should choose games that do
not perpetuate stereotypes,
while at the same time
highlighting positive messages
rather than unnecessary
violence.
BENEFIT OF INSTRUCTIONAL GAME

• Enhances
motivation-
Encourages students
to be more active in
classroom
discussion.
LIMITATIONS OF INSTRUCTIONAL
GAMES

• Learning versus
having fun
• Confusion of game
rules and real-life
rules
• Inefficient learning
• Classroom barriers
Using Instructional Games in
Teaching

• Classroom
applications for
instructional games
 In place of
worksheets and
exercises
 To teach cooperative
group working skills
 As a reward
Using Instructional Games in
Teaching

• Guidelines for using

instructional games
 Use sparingly
 Involve all students
 Emphasize content
SELECTING GOOD
INSTRUCTIONAL GAMES
EXAMPLE:
Activity Title: Do I have the right?
Content are: bill of rights
Grade level: 8-10
21st Century skill: Critical Thinking and Problem Solving
Description:
Using a packet of materials on the Bill of Rights, the teacher reads a
scenario in which the world has been destroyed and a “pamphlet of
Protections” should be created to define the rights of people will have.
Students identify their “top ten” rights from a checklist and the teachers polls
the class to see which were selected. The teacher compares their task to
the challenge that framers of the Constitution faced and reviews each Bill of
Rights they created. After review and discussion, students apply what they
learned with “Do I Have a Right?” online game software. They become
lawyers who must decide whether potential clients “have a right.” The more
clients they serve, the more cases they win, and the faster the law firm
grows.
PROBLEM SOLVING SOFTWARE

• May focus on fostering

component skills in or
approaches to general
problem-solving ability or
provide opportunities to
practice solving various kinds
of content-area problems.
PROBLEM SOLVING SOFTWARE

• Covers a wide variety of

desired component behavior
subskills such as
metacognition, observing,
recalling information,
sequencing, analyzing, finding
and organizing information,
inferring, predicting outcomes,
making analogies and
formulating ideas.
PROBLEM SOLVING SOFTWARE

COMPONENTS
• Recognition of goal- an
opportunity for solving a
problem
• A process- sequence of
physical activities or
operations
• Mental activity- cognitive
operations to pursue a
solution
PROBLEM SOLVING SOFTWARE

APPROACHES
• Content- area problem
solving skills- focuses on
teaching content-area skills
primarily on science and
mathematics.
• e.g. Geometric Supposer-
encourages students to learn
strategies for solving
geometric problems by
drawing and manipulating
geometric figures
PROBLEM SOLVING SOFTWARE

APPROACHES
Content- free problem solving
skills- general problem solving
ability can be taught directly by
specific instruction and practice
in its component strategies and
subskills.
PROBLEM SOLVING SOFTWARE

APPROACHES
Content- free problem solving
skills-It can also be taught by
engaging students to problem-
solving environment with
guidance and coaching
developing their own heuristics
for attacking and solving
problems
e.g. recalling facts, breaking a
problem into sequence of steps,
predicting outcomes
SELECTING GOOD
PROBLEM SOLVING SOFTWARE

• Challenging, interesting
formats
• Should clearly identify
which problem solving
skills will be learned and
how the software foster
them
BENEFITS OF PROBLEM SOLVING
SOFTWARE

• Promotes
visualization in
mathematical
problem solving
• Improved interest
and motivation
• Prevents inert
knowledge
LIMITATIONS OF PROBLEM SOLVING
SOFTWARE

• Names versus skills

• Software claims
versus effectiveness
• Possible negative
effects of directed
instruction
• Transfer
USING PROBLEM SOLVING
SOFTWARE

• Classroom integration
strategies for problem
solving software
 To teach component
skills in problem
solving strategies
 To provide support in
solving problems
 To encourage group
problem solving
USING PROBLEM SOLVING
SOFTWARE

Guidelines for directed teaching

• Identify problem-solving skills or general
capabilities to build or foster skills in
• Solving one or more kinds of content-area
problems (building algebra equations)
• Using scientific approach to problem solving
• Identifying components in problem solving such
as following a sequence of steps or recalling
facts
• Decide on an activity or a series of activities that
will help teach the desired skills
USING PROBLEM SOLVING
SOFTWARE
Guidelines for directed teaching
• Examine software to locate materials that closely
match the desired abilities, remembering not to
judge capabilities on the basis of vendors claims
alone.
• Determine where software fits into teaching
sequence (skill or gaining attention or practice
activity after demonstration of skill)
• Demonstrate the software and the steps to follow
in solving problems
• Build in transfer activities and make students
aware of the skills they are using in the software
USING PROBLEM SOLVING
SOFTWARE

Guidelines for using constructivist strategies

• Allow students sufficient time to explore and
interact with the software but provide some
structure in the form of directions, goals, work
schedules
• Vary the amount of direction and assistance
provided depending on each student’s need.
• Promote a reflective learning environment, let
students talk about the methods they use
USING PROBLEM SOLVING
SOFTWARE

Guidelines for using constructivist

strategies
• Stress thinking processes rather than
correct answers
• Let students work together in pairs or small
groups
• For assessment, use alternatives to paper
and pencil tests
PROBLEM SOLVING SOFTWARE