Software Applications in Education
TED 502
Fall Semester, 2004
Course Description
This course is designed to help educators understand how to use a variety of computer software to create an
effective learning environment. Emphases will be on: selection criteria for software, software evaluation,
classification of software, and software to assist diverse learners.
Course Objectives
Students will be able to:
 Determine the appropriate criteria for selecting software applications.
 Critically evaluate educational software.
 Identify the various types of software and their uses.
 Identify a variety of educational software and adapt their use to students’ diverse learning styles.
Course Prerequisite
Computer with access to the Internet and knowledge of tools software (word processing, spreadsheet
and database).
Class Time and Location
Thursday-Kapelski Lab 324A
7:05-9:45
Instructor
Kathleen Bowes, Ed. D., Assistant Professor and Technology Coordinator, Center for Education
Office: Hyatt Hall Room 313
Office Telephone Number: 610-499-4256
Home Telephone Number: 610-565-7325
FAX Number –office: 610-499-4623
Email: kathleen.a.bowes@widener.edu
Website: http://muse.widener.edu/~kab0306/index.html
Office hours: Mondays, 2:00 p.m. - 3:00 p.m., Tuesdays, 1:00 p.m. – 2:00 p.m., Wednesday -Thursday, 2:00
p.m. – 4:00 p.m., and by appointment
Reading Requirements
Brooks, J. G. (1999). In search of understanding: The case for constructivist classrooms. Merrill Prentice
Hall, Upper Saddle River, New Jersey.
McKenzie, W. (2002). Multiple Intelligences and Instructional Technology: A manual for the mind. ISTE,
Eugene, Oregon.
Class 1: Introduction and Self-Assessment
Classroom Activities
Introductions
Course Overview: Goals, assignments, grading procedure
Discussion of ISTE standards for students and teachers
Lab Activities
Overview of new windows lab
Overview of new wireless lab
Overview of software library
Reading Assignment
Komoski, K. P. (1995). Seven Steps to Responsible Software Selection. Eric Digest.
Class 2: Creating Software Evaluation Criteria
Classroom Activities
Discussion of reading assignment
Discuss how to order software (single-user, school edition, lab-pack, site license, or network)
Discuss the criteria for evaluation of software
Examine the software database
Lab Activities
Explore Internet sites that review educational software
Reading Assignment
Brooks, part I, pp. 3 – 30
Class 3: Technology-Rich Thematic Units
Classroom Activities
Discussion of reading assignment article
Explore Criteria for teaching unit assignment
Lab Activities
Using Inspiration plan thematic unit
Begin software evaluations
Reading Assignment
Brooks, part II, p. 35– 68
Class 4: Categorizing Software
Classroom Activities
Discussion of reading assignment article
Discuss Bloom’s Taxonomy and software
Discuss uses of drill and practice software and tools software
Lab Activities
Continue with software reviews
Work on integrated teaching unit
Reading Assignment
Brooks, part II pp. 69 - 98
Class 5: H.O.T.s (Part 1)
Classroom Activities
Discussion of reading assignment article
Discuss the higher levels of Bloom’s Taxonomy and software
Lab Activities
Continue with software reviews
Work on integrated teaching unit
Reading Assignment
Brooks, part III, pp. 101 – 127
Class 6: H.O.T.s (Part 2)
Classroom Activities
Discussion of reading assignment article
Discuss the higher levels of Bloom’s Taxonomy and software
Review criteria for software review critique
Select a piece of software to review that also has a review from another source
Lab Activities
Explore online software review sites
Select a review of software to critique
Continue with software reviews
Work on integrated teaching unit
Reading Assignment
Supplied by instructor
Class 7: Learning Styles (Part 1)
Classroom Activities
Discussion of reading assignment article
Assess your own learning styles
Participate in classroom software activity
Discuss the advantages & disadvantages of the software used
Lab Activities
Continue with software reviews
Work on integrated teaching unit
Reading Assignment
Merrill, M. David. (2002). First Principles of Instruction. Educational Technology Research and
Development v. 50 no3 p. 43-59.
Class 8: Learning Styles (Part 2)
Classroom Activities
Discussion of reading assignment article
Discuss characteristics of learning styles
Examine software that addresses the diverse styles
Lab Activities
Continue with software reviews
Work on integrated teaching unit
Class 9: Learning Styles (Part 3)
Classroom Activities
Discussion of reading assignment article and/or article presentations
Review characteristics of learning styles
Examine software that addresses the diverse styles
Lab Activities
Continue with software reviews
Work on integrated teaching unit
Reading Assignment
Select one of Gardner’s MI’s. Teach the class about that intelligence and give a demonstration of a piece
of software (if possible) the addresses that intelligence.
McKenzie, chapter 1, 2, 3.
Class 10: Learning Environments and Multiple Intelligences (Part 1)
Classroom Activities
Discussion of reading assignment article and/or article presentations
Discuss the Gardner’s multiple intelligences
Student presentations
Examine software that addresses these intelligences
Lab Activities
Continue with software reviews
Work on integrated teaching unit
Reading Assignment
McKenzie, chapter 4, 5.
Class 11: Learning Environments and Multiple Intelligences (Part 2)
Classroom Activities
Discussion of reading assignment article and/or article presentations
Discuss the Gardner’s multiple intelligences
Student presentations
Examine software that addresses these intelligences
Lab Activities
Continue with software reviews
Work on integrated teaching unit
Reading Assignment
McKenzie, chapter 6, 7, 8.
Class 12: Learning Environments and Multiple Intelligences (Part 3)
Classroom Activities
Discussion of reading assignment article
Discuss the Gardner’s multiple intelligences
Student presentations
Examine software that addresses these intelligences
Lab Activities
Continue with software reviews
Work on integrated teaching unit
Reading Assignment
McKenzie, chapter 9, 10.
Class 13: Learning Environments and Multiple Intelligences (Part 4)
Classroom Activities
Discussion of reading assignment article
Discuss the Gardner’s multiple intelligences
Student presentations
Examine software that addresses these intelligences
Lab Activities
Continue with software reviews
Work on integrated teaching unit
Class 14: (December 16)
Classroom Activities
Integrated Technology Teaching Unit presentations
All class work submitted
Course Assignments
Software Review Critique (due Class 14)
Select a piece of software and find a review of that software on one of the online review sites or in a
journal. Review and evaluate the software and relate your evaluation to the other evaluation. Submit
your paper with a copy of the other evaluation.
Software Evaluations (due Class 14)
Select 25 pieces of software from any source and complete the software evaluation form with your
review. If the piece of software can produce any type of hardcopy (ex. Certificate, DTP, graphic, etc.)
include this with your review submission. All areas discussed in class should be included, such as
Bloom’s hierarchy, learning styles, and multiple intelligences. Submit both hard and digital copies of
your reviews to be posted on the website.
Integrated Technology Teaching Unit (due Class 14)
Create and present an Integrated Technology Teaching Unit, which is curricularly based.
Teaching lesson (scheduled to be determined between class 10 and 13)
Students will select one of the multiple intelligences and teach the class about that intelligence and its
relationship to technology. Lesson should include a brief presentation and examination of software
followed by class discussion.
Grading Method
Criteria
 Teaching Lesson
 Software Review Critique
 Software Evaluations
 Integrated Technology Teaching Unit & presentation
Class #
Date
Class 1 ................................................... 9/9
Class 2 ................................................... 9/16
Class 3 ................................................... 9/23
Class 4 ................................................... 9/30
Class 5 ................................................... 10/7
Class 6 ................................................... 10/14
Class 7 ................................................... 10/21
Class 8 ................................................... 10/28
Class 9 ................................................... 11/4
Class 10 ................................................. 11/11
Class 11 ................................................. 11/18
Class 12 ................................................. 12/2
Class 13 ................................................. 12/9
Class 14 ................................................. 12/16
Percent of Final Grade
25%
20%
20%
35%