EDUCATIONAL SOFTWARE

excerpted from chapter 8 (Educational Software)
pages 137-194 in the Summercore Primer on
Hardware, Software and Humanware (481 pages)
written and published by Steve Bergen and Lynne Schalman
available for $50 plus shipping/handling via The Original Teaching Company (781-862-8810)
PO Box E, Lexington MA 02421
Copyright 1991-95, 98. All rights reserved
e-mail: summercore@nobles.edu
web site: www.nobleseweb.org/sc.html

SOFTWARE INTEGRATION:
THE 1-2-3 APPROACH

As one "thinks about" educational software, the following 1,2,3 integration approach is a helpful model to lay the framework for change over 5-10 years.

STAGE 1: Start slowly, incorporating educational software as a means to support the existing curriculum. Don't use software that involves extensive teacher training or extensive rethinking of the curriculum and the educational goals for the year. Don't expect too much from the software but also recognize that the computer use is at phase one and that the power of the computer is not yet being fully used. Main focus is on drill and practice and some keyboarding and word processing.

STAGE 2: Extend the use of the computer to enrich the curriculum in a variety of ways. Increasingly, word processing becomes a tool for educational change and improvement of writing skills through process writing. Databases and spreadsheets begin to provide new ways of viewing information. Problem solving software begins to introduce new ideas into the curriculum: topics that might have been touched on before now can be explored extensively. Simulations enhance the social studies and science curriculum. It is here that the Time Crunch is most severe because old topics are now being explored in different ways, new topics are being introduced; but the curriculum has not been changed and many old topics still need to be covered.

STAGE 3: Teachers begin to redefine the curriculum based on the increased educational possibilities and uses of the computer. Certain long standing beliefs and aspects of the curriculum are no longer valid or have much lower priority: long division, simplifying radicals, cursive writing, number crunching all come under question. Although this stage heads towards a computer based curriculum, the focus is not "on the computer" but "because of the computer." Modifying the curriculum will involve more than changing topics but will include reordering topics, eliminating some, and creating new ones. The computer might alter our notion of appropriate grade level and act as the facilitator of Alfred Whitehead's notion that almost anything can be learned at any age. Some topics might be accelerated, some slowed down and some eliminated. The computer has the potential to decompartmentalize academic departments - even at the Upper School level- and integrate different themes and subjects. In short, educational software has the potential to revise the way we think, the way we learn, the way we teach.

COMMON MISTAKES MADE IN EVALUATING SOFTWARE/CDs

Because the medium of educational software is so new to us, we are prone to many traps in evaluating software.
• Mistake #1: we spend insufficient time evaluating software—reading the manual and exploring features. We should learn from our experiences with textbooks that the process of evaluation is time-consuming and that first impressions are just that. We all want the quick fix—put in the disk, and pass judgment. Many software packages come with extensive notes and instructions. Many packages reflect years of person time in developing the software and writing up instructional notes. To pass judgment quickly is like a student who evaluates Jane Eyre after browsing the first few pages.
• Mistake #2: we can be too righteous in our evaluations. We forget the diversity of interests and appeals of various teachers. We forget to take a holistic approach. Because software has that magical feel, people like to find a few faults and thereby write off the package. Perhaps some words were misspelled, perhaps an instruction set was faulty, perhaps the software is slow or perhaps the directions have some ambiguity. Yes, these are correct observations, but no different than what you might make in evaluating another teacher's class or evaluating a textbook. We rarely write off a colleague for a few faults and we all use textbooks that have some faults. Unfortunately, with software, we hold it up to a higher standard.
• Mistake #3: we too often evaluate without children. It is so easy to pass judgment as adults and be dead wrong. Watching kids communicate, interact and problem-solve so frequently convinces an adult that the specific software has much more merit that originally conceived. Despite the fact that Mr. Rogers is boring to many adults, there are many kids who embrace his style. When you evaluate software by watching children use it, you gain a richer appreciation of the learning process.
• Mistake #4: we have no models of how to use software as part of the teaching process. Most adults and teachers today have never taken part in the use of educational software as a learning tool. Even those adults who can recall computers being used in classes are thinking only of computer programming and word processing. Doing computer simulations, designing group databases or using drill and practice software are not in the common experience set of most adults. We learn to teach partly by good and bad models we have had when we were students. Lacking these models, most of us need to be in experimental mode in trying to use software. For a teacher who has taught for 20 years, using educational software is risk-taking of the highest degree, resembling the first year of teaching. Unfortunately, not that many adults are comfortable increasing their level of anxiety by breaking new ground. It is much safer to continue on with the traditional, proven approach that has worked for the past 19 years.
• Mistake #5: we are fearful that educational software threatens our roles as teachers. Instead, we need to embrace the big picture. Kids learn from teachers, books, videos, books and software. The advent of books once Gutenberg invented the printing press in 1456 did not make classroom lectures and group discussions meaningless. Books in the last 500 years have not come to replace teachers. That is the analogy we need to understand regarding software.

SUMMARY OF CLASSROOM MANAGEMENT STYLES

Since most of our teaching styles have been deeply influenced by the role models we've observed during 12-16 years of sitting in classrooms as students, it is no wonder we are at a total loss when it comes to teaching with computers. We have had no such role models! No wonder it is common for teachers to think that teaching with computers means taking 18 students to a computer lab to work on 18 computers.

Style #1 ONE COMPUTER/CORNER: The majority of children are working on various tasks and projects at their desks, while 1-3 children work on the software in a corner of the room. In effect, the computer becomes one of several activity centers in the room. Drill and practice software works well in this style since there are usually very few computer usage skills involved. Perhaps the one machine becomes a dedicated word processor or database. Certain types of simulations or micro-worlds such as The Factory, Botanical Gardens, Hot Dog Stand, How The West Was One, Who Is Oscar Lake? might work well this way with proper preparation and setup. Other software also works if it can be used without teacher supervision. In order to make this style work, the computer software has to be for the most part self-explanatory. Teacher organization can help in this regard, with the important keys and features marked clearly on a poster next to the computer. Additionally, the teacher needs to have enough "other" classroom activities going on so that everyone gets his/her turn at the computer while others are doing similar productive work at various locations.

Style #2 ONE COMPUTER/TEAMS: The children are split into groups. The computer poses a problem. Each group tries to solve the problem and plans out the solution on paper within the group. One group at a time takes its turn at the computer while the other groups are planning and/or watching. Problem solving software such as The Factory or Building Perspective works well this way since the computer displays the problem to be solved. Simulations such as Geography Search, National Inspirer, Decisions are created to be taught in this style, since they allow up to 4 teams to compete and come complete with workbooks and activity books. Logo can be made to work this way, if the teacher is skillful with the material and presents a challenge that involves careful group planning.

Style #3 ONE COMPUTER/CENTRAL: This is the best style when using software that is fairly sophisticated in terms of content, abstraction and intellectual skill. Use of a big screen monitor is an important asset, if not necessity here. Some simulations such as Oregon Trail or Amazon Quest do not easily allow for multiple teams in the way that the Decision Series does. Therefore style #2 will not always work for them. But one can use style #3 for these packages. The Super Factory is much more complicated in terms of abstraction than The Factory. Using The Super Factory in style #2 with beginners can be a disaster, since it is quite involved. But using it in style #3 —perhaps making use of manipulatives and a blackboard—can be quite exciting and intellectually provocative for all students. Database projects can also work wonderfully in this style. Once the database is built and designed, the entire class can be asking questions, making conjectures and investigating results on the central computer. Writer's Helper, Language Lab or a word processor as an aid to writing and a teaching tool for stressing specific ideas on style and grammar can all be used effectively this way.

Style #4 SOFTWARE SIGN-OUT/LIBRARY: Here we give an assignment that requires the use of a specific piece of software. Perhaps we want everyone to work through certain drill and practice tasks or explore a simulation. The assignment is made in similar fashion to a reserve book assignment. The student must go to the library or computer room, get the software and complete a specific task. This is the easiest way for an upper school teacher to integrate computer use into a course without consuming classroom time or involving management headaches. The software can be previewed in class if desired or a simple one page handout summarizing the key features can be given to each student. Providing the manual in the library along with the software is often helpful. Most importantly, this style removes the burden of expertise from the teacher; students having trouble with the assignment can be directed to other students for help.

Style #5 COMPUTER LAB/HANDS-ON, ONE-ON-ONE: Here we have the students go into the computer room with one child at each machine. It is best to reserve this style for the types of computer usage that are most appropriate: word processing, typing practice, Lego/Logo, graphics packages, Photoshop, PageMaker and most software tools. This is not to say that these activities can't be done in a different style. They can but sometimes work better as individual projects.

Style #6 COMPUTER LAB/SEVERAL-ON-ONE: Here we have the students go into the computer room with two,three or four children at each machine. Perhaps one student works the keyboard and the other student takes notes or helps to make decisions. If we have three children at a machine, one can be the operator, one can be the note-taker and one can be the supervisor in charge of the first two. Almost all problem solving software and simulations can be done in this style. This approach also works well with peer editing and a word processor writing assignment; one child is writer, the other is critic.

Style #7 COMPUTER AT HOME: Here we have reached the point of development where all students own the same compatible computer. Most people predict that over the next five to ten years, this will become an increasingly common phenomenon for all schools.The logic is simple. Once students own the same or compatible computer, the school moves from providing hardware access to being a repository of software. When the fourth grade teacher want to use a piece of software, each child gets sent home with that package for homework assignments over the next week. The time crunch lessens now, as we now have an alternative for hands-on time.

Style #8 REQUIRED LAPTOPS: Here we have reached the point of development where all students own the same laptop. Many schools are beginning to require this purchase either targeting one class or the entire school. All students carrying laptops allows for group writing activities, whole class web surfing and activities, and software explorations. Some schools purchase the laptops, renting them to students for a fee; another option is a collection of fifteen to twenty laptops on a rolling cart.

RATING SOFTWARE: GP, PG, R or X

Because the medium of educational software is so new and because computer salespeople make us think that the computer is a blender, most people fault themselves for having trouble with software. More generally, most people fault themselves for having trouble with their VCR, microwave, camcorder or answering machine. We are in an age of technology overload and it is only going to accelerate over the next 20 years. Learning to read the manual, learning to problem-solve, to take risks and to trouble-shoot in getting that new technical gadget to work are definitely 21st century skills. Most important, learning to get help from someone else is crucial. Most software is not easy-on easy-off. Although it is too time-consuming for us to label each software package in our database as GP, PG, R or X, we believe that this rating system would provide consumers with a better approach and less guilt. If you know anyone who has used the software program before, whether adult or child, then you can save yourself 50-90% of the time-consuming learning curve in having that person act as your resource for questions.
• Go Put it in: This type of software requires no manual, no resource person and no preparation. Boot it up—its virtually 100% self-explanatory. Any basic help you need will be on-screen. Examples: Oregon Trail, most Stickybear, Sunburst, Broderbund and Learning Company programs.
• Personal Guidance suggested: This software will benefit tremendously if someone who has used the software gives you a head start. That person can show you the idiosyncrasies, the stumbling blocks and a few tricks. Of course, you can read the manual and figure out things for yourself. In fact, it is recommended that you browse the manual before you even put in the disk. Examples: Green Globs, Decisions/Decisions, Opening Night, International Inspirer, Macbeth, Timeliner and Writer's Lab.
• Read the manual thoroughly: This type of software can be mastered by many people, but the best approach is to read the manual thoroughly before even starting. We have encountered many such packages and most people are shocked to find out that our learning approach is to read the manual thoroughly for 10-20 hours before using the software. Yes, we know that some of these packages can be learned at beginner levels without thoroughly reading the manual, but we want to gain more skill than that. Also please understand that some people—frequently those under age 20—can become proficient with this kind of software without reading the manual. The variable is not just the software but the learner. Examples: ClarisWorks, PowerPoint, Geometric Supposer, HyperStudio, PhotoShop, and Pagemaker.
• X-tremely difficult software: Most normal people will need a course and/or ongoing support in order to use this software effectively. This software is analogous to learning Latin, violin or Algebra. Some very talented people can teach themselves, but most normal people require considerable instruction in order to achieve proficiency. Examples: FileMaker Pro, Excel, Geometric Sketchpad.

SOFTWARE AND CD-ROM SUGGESTIONS, GRADES PRE-K-12