2. Use ExploreLearning’s Mouse Genetics online simulation software to let students explore basic principles of genetics and heredity. 3. Use Electronic Arts, Inc.’s SimCity simulation software to give students hands-on opportu- nities to see environmental and other consequences of city policy and planning decisions. 4. Use Tom Snyder’s Decisions,Decisions: The Constitution to let students take a scenario approach to learning how separation and balance of power works in the U.S.federal government. 5. Use Key Curriculum Press’s Geometer’s Sketchpad or the Center for Educational Technology’s Geometric Supposer problem-solving software to let students explore geometric principles and proofs. 6. Use Sunburst’s The Factory Deluxe problem-solving software to give young children a visual environment for analyzing processes, predicting outcomes, and learning the importance of sequence in solving complex problems. 7. Use Sunburst’s How the West Was One + Three × Four instructional game software to give students a highly motivating format for practicing the correct mathematical order of operations when solving math problems. 8. Use GeoThentic, an online scaffolding learning environment from the University of Minnesota, to learn how to use geospatial technologies to learn geography. 9. Use Byki Deluxe, drill-and-practice software available from Transparent Software, to let students practice foreign language vocabulary and phrase translations. 10. Use tutorial instructional sequences such as Odyssey K-5 from CompassLearning to give students detailed reviews of basic math or science topics or to let advanced students surge ahead Integration Strategies for Instructional Software Top Ten 6609_Roblyer_Ch03_p071-108.qxd 12/18/08 4:14 PM Page 99
The management system component of an ILS. The capability that differentiates ILSs from other networked systems is the emphasis on individualized instruction tied to records of student progress. A typical ILS gives teachers progress reports across groups of students as well as the fol- lowing kinds of information on individual performance: • Lessons and tests completed; • Questions missed on each lesson by numbers and percentages; • Numbers of correct and incorrect tries; • Time spent on each lesson and test; and • Pretest and post-test data. Selecting ILSs One way to ensure the appropriate use of ILSs is to have a careful, well-planned initial review process that involves both teachers and school administrators. Criteria for the selection process are usually based on the curriculum cover- age and pedagogical strategies in the ILS, as well as percep- tions about the usefulness of the reports that the system produces and to what extent they meet the needs of the district. See Figure 3.7 for examples of ILSs and a summary of ILS features. Benefits of ILSs Brush (1998) estimated that as of 1998, between 11% and 25% of all U.S. schools owned ILSs. Two recent develop- ments have caused a rapid rise in these numbers (Readers’ Choice Awards, 2004): • District-and state-adopted academic standards — An increased emphasis on educational accountability in the 1990s caused states to set curriculum standards and to create tests to measure students’ progress on them.
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- Summer '18
- J. P.
- United States Constitution, Computer program, Instructional Software