Discussing of Chapter 3, 4, & 5

These chapters provided a lot of excellent information about technology instruments. For example, I have a better understanding of instructional software.   According to Roblyer, M.D. and Doering, A.H. (2013), instructional software is “designed specifically to deliver in or assist with the delivery of instruction on a topic (p.77). The main function of the instructional software is support learning which is based on the constructivism (p.79).  There are several software functions for integration strategies. It was noted that it is important that educators need to “determine the teaching role it serves and how it will fit in the instructional process” (p.80). Two of the programs that I used when I taught remedial math was drill and practice and the integrated learning system. I used drill and practice instead of worksheets because the students were really engaged during those times. It provided instant feedback, so the student could track their level of understanding. Also, the program, NorthStarMath, allowed me to monitor the student’s progress. I could see actually what he/she was working on and how well they did with that concept. Furthermore, the program would design lessons for the students based off of their levels of understanding of math concepts (p.105).

 In addition to instructional software, there are “three basic software tools” (p.113). These tools are useful when use correctly because they increase productivity, appearance, and accuracy (p. 112). Also, these tools allow for interaction and collaboration (p. 113).  These tools have adaptations that help special needs students to be successful (p.114). For example, there are programs that will help students who have “illegible handwriting, poor phonetic spelling, a physical disability that makes typing difficult, or difficulty translating  thoughts into writing” (p.114).  Additionally, these programs help teachers and students to make spreadsheets and presentations, save time, and stay organized. Moreover, these tools can help teachers to manage grade books, student data, and lesson plans. Furthermore, these programs allow for teachers to generate tests and rubrics which save the time (p.148). There are other programs that will grade the tests as the students are taking the tests which allow for instead feedback (p.150). Besides that, there programs that will generate individualized educational programs for special needs students. Consequently, there programs that will keep track of what task the students need to complete and what he/she has completed (p.151).  Finally, if educators know how to integrate these technology tools into the curriculum, they can truly benefit students and the teacher and allow the parents more opportunities to stay abreast of their children’s levels of achievement.

Reference

Roblyer, M .D. & Doering, A.H. (2012). Integrating Educational Teaching  

Technology into Teaching (6th ed.).  Boston, MA:  Pearson