SHARON STOBBIA STUDENT NO: 81554533

CTM 710 INSTRUCTIONAL TOOLS AND MULTIMEDIA

LEARNING OBJECT 2: INTRODUCTION TO INSTRUCTIONAL SOFTWARE

DEFINITION

Instructional software refers to computer programs that are designed for

educational purposes. Also known as software learning tools these programs aid

instruction or offer support for learning.

MULTIMEDIA FEATURES OF INSTRUCTIONAL SOFTWARE

Although not a prerequisite, instructional software is increasingly featuring audio,

video, animations and Internet links to increase popularity. These multimedia

features are not only eye-catching, but are also interactive. Internet links create

easy access to additional activities and information.

CLASSIFICATION OF INSTRUCTIONAL SOFTWARE

Instructional software is divided into five categories based on the teaching

function of the software. The categories are drill-and-practice, simulation,

tutorial, instructional game and problem solving. Each has its own characteristics

that will be briefly discussed.

Drill-and-practice software is a directed strategy that allows learners to practice

skills. Learners receive brief feedback on the correctness of their answers.

Tutorials deliver information and offer instructional activities, i.e. a computerised

tutor that allows for self-paced learning. Simulation software is used to

demonstrate concepts or allows for exploration of real or imaginary systems. It

incorporates directed and constructivist strategies. Instructional game software

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adds game rules to drill-and-practice or simulations in order to increase the

learners’ motivation. The last category is problem-solving software. This aids

higher skills development by offering opportunities for problem solving or

practicing the steps that are involved in problem solving.

The current trend is towards multiple-function software that offers varied

integration strategies.

LO 3: DRILL-AND-PRACTICE SOFTWARE FUNCTIONS

DEFINITION AND FUNCTION

In drill-and-practice exercises learners answer questions one at a time and

receive feedback. The function is not instruction, but practice of skills.

TYPES OF DRILL FUNCTION AND THE FEEDBACK EACH PROVIDES

The distinction between the different types of drill-and-practice programs is

based on how the program is tailored to the needs of the student. The types are:

a) Flash card activity – This is very basic. The student is presented with a set

number of questions or problems, one at a time. After choosing or typing an

answer, the program gives feedback as to the correctness of the answer.

b) Branching drill – This more sophisticated program moves students on to a

higher level if they get a predetermined number of questions correct, or back to

lower levels if they get a certain number wrong. Some programs allow for

revision of the questions that were incorrectly answered before moving to a next

level. Sometimes students are congratulated before proceeding to a next level,

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but sometimes the branching happens automatically. In some cases students are

allowed to choose their next activity.

c) Extensive feedback activities – Students receive detailed feedback on why

they get a problem wrong, but the function of the program remains practice and

not instruction and should therefore not be mistaken for a tutorial.

CRITERIA FOR EFFECTIVE DRIL-AND-PRACTICE SOFTWARE AND

REQUIREMENTS FOR FEEDBACK

Program specific criteria for drill-and-practice software firstly demand that there

should be control over the presentation rate. This means that students should

generally be allowed to use as much time as they need to answer questions and

to look at the feedback before they continue to the next question, by pressing a

key. When the questions are part of a timed review this criteria will not apply.

A second criterion is answer judging, which requires the program to distinguish

between correct and incorrect answers when students have to enter an answer

instead of just choosing one.

Lastly, the feedback should be appropriate. In order for the feedback to be

motivational it should not be elaborate, but simple and quickly displayed. This

particularly applies when responses are timed or sessions are limited. Exciting

and interesting feedback for incorrect answers has the effect of actually

motivating students to get the answers wrong. This was the case in a math drill

series that offered a smiley face for a correct answer, but a full-screen animated

crying face for an incorrect answer.

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DEFINING AUTOMATICTY

Automaticity is the quick, automatic recall and use of basic lower order skills

needed to master more advanced, higher order concepts.

ADVANTAGES OF DRILL-AND-PRACTICE IN AN EDUCATIONAL CONTEXT

The advantage of drill software, as compared to paper exercises, is firstly that it

offers immediate feedback so that wrong skills are not memorized. If answers

are incorrect students can make quick corrections and are thus able to identify

errors in their procedures (“debugging”). The correct skills are then retained in

the long-term memory.

Secondly, computer based practice may also motivate learners who have poor

handwriting skills, dislike writing or have failed many times on paper. The

students also do not have to bear the brunt of impatient teachers when dealing

with machines.

A third benefit is that drill-and-practice saves teachers time. They do not need to

mark the exercises and students can work on their own. This allows teachers

time to address other needs of students.