Although there are many who do not see the value in drill-and-practice activities, whether the activity uses generic flash cards or electronic ones, there is research to support that automaticity is essential for learning the lower order thinking skills required prior to learning more complex concepts (Roblyer & Doering, 2012, p. 84). Drill-and-practice software saves time and materials for the teacher and is more visually appealing for the students. The software should never take the place of instruction, but instead be used as a complement. Students will hopefully internalize the material for easy recall.
Tutorials are essentially direct instruction. Regardless if the information is given by a teacher in a classroom or over the Internet, some students may have a hard time watching and listening to the content. Teachers should look for tutorials that embed some type of interactivity to keep the students engaged. Tutorials that also give students control over the rate of speed they listen to the material are ultimately granting students the responsibility for their educations. I, myself, referred to the Khan Academy to prepare for the Arizona Educator’s Proficiency Assessment in Economics for review. I slowed down the online lecture or listened to it again when I needed a concept repeated. The tutorials were perfect for review since the examples were easy to understand.
Simulations provide a chance for students to be actively engaged in real world scenarios. Although there is something to be said for the actual experience, simulations can set the stage for students and hopefully the students will have the chance one day to participate in the actual event. Simulation software is a great way to introduce a concept prior to actually performing it. Flight simulators come to my mind as an example.
In terms of instructional software for games, I have personally used games in a couple of different manners. One method was as a reward at a PBIS school. Roblyer and Doering (2012) do recommend gaming as a reward to encourage students, but warn that the software should be used for learning and not necessarily for changing behaviors. With that being said and duly noted for future use, Fridays at my previous school was reward day in the media center. If the students earned the required number of signatures from teachers during the week, then they were allowed to play educational games. I have also used the Web site Freerice.com to help with basic skills in English and Math. Students really bought into the drill-and-practice type game when they realized the humanitarian aspect of the reward for a correct response. They felt a sense of accomplishment since each correct answer yielded a donation of 10 grains of rice to help feed the world. Students did not want to stop playing the game, and that was exciting to see from a professional standpoint.
Finally, problem solving software provides skill building for the essential requirements a person needs to have to be competitive in the 21st century workplace. Problem-solving keeps students engaged as they actively work on abstract ideas collaboratively.
Instructional software is varied and there are many competitors with products seeking your business and attention. It becomes a huge task to determine how to assess software that complements one’s teaching style as well as benefit the learning needs of students. If a teacher is not comfortable with a particular instructional software, then that feeling of uneasiness will transfer to the students. A teacher needs to feel excited about the instructional software so that the students are excited to use it and learn from it. This Education Software Evaluation Rubric available on Rcampus.com is a great resource to use if you are new to software evaluation. There are several rubrics to choose from, as Rcampus.com is also an online learner management system, and thus, another example of instructional software.
Reference
Robley, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching. (6 ed.). Prentice Hall.