Char-Rae Jones

Ms. Bailey

Instructional Technology In Education

March 2 2018

Software Functions

Drill and Practice allows learners to work problems or answer questions and get

feedback on correctness. The types of drill and practices are Flash cards, Chart-Fill-In, Branching

Drill, and Extensive feedback activities. This function must meet certain criteria’s. The criteria

are control over the presentation rate, answer judging, and appropriate feedback. The benefits

of this software function are immediate feedback, gives motivation to students, and saves

teachers time. There are limitations and that is, perceived misuse, meaning teachers let

students stay on it too long, and criticism by constructivist say its outdated. In the classroom,

teachers use it if they feel the need for on-paper exercises like worksheets, and prepare for

test. They set limit times, can be given as individual work, or used with learning stations.

Tutorial acts like a human tutor by providing all the information and instructional

activities a learner needs to master a topic: information summaries, explanation, practice

routines, feedback, and assessments. Tutorials are often categorized as a linear or branching

tutorial. They should meet standards: Extensive interactivity, thorough user control,

appropriate pedagogy, adequate answer-judging and feedback capabilities, appropriate

graphics, and adequate record keeping. Benefits include the same as Drill-and-Practice, along

with offering a self-contained, and self-paced unit of instruction. They have limitations just like

drill and practice with criticism by constructivists, lack of good products, and reflect only one
instructional approach. In the classroom it is helpful because of the self-paced reviews on

instruction, alternative learning strategies, and instruction when teachers are unavailable.

Simulation models real or imaginary systems to show how those systems or similar

systems work or to demonstrate underlying concepts. The two types of simulations are

physical, allowing users to manipulate on the screen, and iterative which speeds up or slow

down processes. The other two types are procedural simulations, teaching the appropriate

sequences of steps, and situational, giving students hypothetical problem solving. Simulations

vary in type and purposes, so there is no set criteria. The benefits are compress tie, slow down

processes, get students involved, make experimentation safe, make the impossible possible,

save money and other resources, allow repetition with variations, and allow observation of

complex processes. Some limitations, and concerns of this software is misuse of simulations,

and accuracy of models. In the classroom, they should be used for situations like in a place of or

as supplements to lab experiments, in place of or as supplements to role playing, in place of or

as supplements to field trips, and introducing or clarifying a new topic.

Instructional Game Software increases motivation by adding game rules to drills or

simulations. Teachers should use the criteria of appealing formats and activities, instructional

value, physical dexterity is reasonable, and social, societal, and cultural considerations. The

benefits are that basically it provides teachers with opportunities for taking advantage of this

desire that students have of playing games, to get them to focus on a curriculum topic. The

limitations and criticism of this software is learning versus having fun, confusion of game rules

and real-life rules, and inefficient learning. In the classroom, instructional games should be used
in a place of worksheets and exercises, to teach cooperative group working skills, and as a

reward.

Problem-Solving Software, Teachers directly tell the steps involved in solving problems

or helps learners acquire problem-solving skills by giving them opportunities to solve problems.

The two main approaches are content area problem solving skills, directed toward supplying

prerequisite skills for specific kinds of problem solving, whereas the second one, content-free

skills, aims more toward motivating students to attack problems. Criteria and qualities for a

good problem-solving program depends on the purpose of the software. Students benefit by

improved interest and motivation, and prevents inert knowledge. The problems and limitations

related are names versus skills, software claims versus effectiveness, possible negative effects

of directed instruction, and transfer. In the classroom it teaches component skills in problem-

solving strategies, provides support in solving problems, and encourages group problem

solving.

Integrated learning systems(ILSs) are systems that offer computer based instruction

and other resources to support instruction, along with summary reports of students’ progress

through the instruction; all provided through networked or online sources. Criteria for the

selection process are usually based on the curriculum coverage and pedagogical strategies in

the ILS, as well as perceptions about the usefulness of the reports that the system produces and

to what extent they meet the needs of the district. The benefits are having the District- and-

state adopted academic standards, and the Accountability requirements of the No Child Left

Behind Act. The limitations are the cost of the ILSs, and the research on ILS impact.