This week was very closely related to the topics of last week. The readings related information technology to the different learning theories. Although this week we classified the different types of software.
There are many different ways to classify software, but one general classification type was used for this weeks responses. The two different classifications were instructional software and application or tool software. Although I found many of readings out of date in terms of the types of software available, the general idea was obtained.
Similar to last week, where we thought about computers as mindtools, I continued to think about computers as tools that aid in the teacher in instruction. Certainly a type of software that teachers use on a daily basis is a presentation software such as powerpoint. Teachers use this software to present information to the students, but it's really the content or the delivery that makes the lesson. The software helps the teacher communicate effectively with the leaners, but does not create learning itself.
The other classification of software, instructional software, are pieces of technology which construct learning. The example which I specified in my response was that of the use of a database. A database is a piece of software that doesn't get used too often, but could be a very effective learning tool. This allows the learning to organize data and create it in such a way that it could be searchable based on a specified criteria. By having the learning organize their data, they must understand the content and be able to explain it to another. By using this piece of software, learning is taking place. The student is not just using it as a tool.
The one question that that I pondered greatly was that of the use of direction instruction using software. I proposed that direct instruction is needed, even with the use of instructional software, which would have much more of a constructivist approach. I feel as though it is needed to show students how to properly use the software itself. Not for the goals or objectives of the lesson set forth by instructor, but to be able to use the software more effectively.
Much of the software used to today has a similar user interface. This allows the users to make connections between different pieces of software and transition their use of that software to another very easily. This promotes a self-guided type of instruction when it comes to learning a new piece of software and although the learner might be able to meet the goal or objective of the lesson, there is more often than not a more effective and efficient way to do that. Two of the most effective courses I took in my educational career were Keyboarding in high school and introduction to software in university. Although I could type pretty fast by the time I got to high school, that course showed me proper technique and by the end of I could type up to 60 words a minute. It presented me with a certain skill which I have carried with me throughout the years. The introduction to software course taught me how to use the different applications of Microsoft Office. Again, I was proficient in using the different pieces of software, the course showed me different ways of accomplishing the specific task and ultimately made me more efficient and effective when using these tools for other learning activities.
In conclusion, I strongly feel that learners need to be presented with direct instruction when learning to use a piece of software. If done so properly, they can then use the software as a learning tool for other learning situations later on.
