Integrating Computer Software into Education

I can fully envision utilizing all three types of computer software in my classroom when I begin teaching. Each one has a unique set of attributes which will make them useful in terms of assisting the learner’s ability to learn. The teacher-centered tutor or drill software aids the learner’s ability to automatically recall lower order skills which are a prerequisite to mastering more advanced concepts. The software’s functionality which includes immediate feedback makes the lesson more motivating for some students and saves the instructor correction time. I would use this type of software to reinforce a recently covered lesson to promote encoding of the information in long-term memory.
Directed inquiry software programs such as Webquests and E-Sheets are more child centered and progressive in nature. They focus more on collaboration and children learning by doing. As a teacher I would guide the process by selecting the appropriate programs for my students which fit into my lesson plan and would provide the most meaningful connection to the topics we have discussed. I would use these programs as a fun exercise for the purpose of students demonstrating their knowledge of the subject at hand.
The student-centered constructivist software programs such as Etoys allow students to be free to come up with their own solutions and construct their own knowledge. I would want to be secure in the knowledge that my students thoroughly understood the basics of my lesson before moving into software programs like Etoys. I believe in the opportunity for students to construct their own knowledge with a degree of teacher guidance; however the experience with Etoys demonstrated the potential frustration that could result if adequate technical support is not on hand if and when the students run into roadblocks. Utilizing software programs that unduly frustrate the student is counterproductive and unnecessary when so many non-technical methods of accomplishing the same goal are available.

Increase Media Use of 8 - 18 Year Olds!

Use of media such as computers, TV, music, video games, and movies by 8 – 18 year olds has increased in recent years, and in some cases in a dramatic fashion. The natural question is what effect; good, bad, or indifferent is media exposure having on our children? Also, what is the opportunity cost of their media activity? In other words, what are they not doing by spending so much time with media that could be affecting their cognitive, personal and social development?

I suggest that our young people are learning with great efficiency how to interface with today’s technology far better than most adults could ever hope to. Some adults may even envy how quickly our youngsters can tweet, twitter and face book while listening to their favorite musical artist on their MP3 player, while also doing their algebra homework. However, I believe these same children are developing a formidable deficit in their ability to successfully develop and maintain healthy interpersonal relationships, as well as the ability to read the intentions of others. Being able to participate in meaningful way socially is a necessary tool for every member of society. It is a skill that has to be developed through repeated interactions with others. Media exposure increase may be reducing the time our youngsters need to increase these skills.

I believe that our educational system will need to press society on the dangers of too much media exposure and stress moderation in time spent with media in favor of more productive uses. As a teacher, I may need to set up situations which stress collaborative activities among students to help lessen the impact of time spent with media and not with people.