How Teachers Promote
Problem Solving and
Inquiry Learning
Chapter 7
Computers and Software
Hardware
Software
System Software
Application Software
Open Source
Evaluating Software
“Will the Child Program the Computer or Will the Computer Program the Child?”
High
Low Quality
• Teacher
Controlled
Support
by the program, NOT the child
– Resources for Teachers
• Content
Promotes competition, stereotyping, and/or violence
– Current, age appropriate, reliable, clear
•• Assessment
Quick reaching rather than long-term thinking
– Pretest, Posttest, records by student and group, guidelines
• Technical Quality
– Ease of use, good sound, smooth video
• Instructional Design
– Promote creativity, higher order thinking, Collaboration, problem solving,
discovery
– Activate curiosity, challenge, real-world connections, student control
Blooms Taxonomy
Rubric for Evaluating Higher Order Thinking
Characteristics
Requires users to assume a role in the game rather than simply play.
Offers meaningful interaction such as dialogue with NPCs (game characters)
Has a storyline
Has a complex storyline with characters users care about
Offers simple puzzles
Has complex puzzles requiring effort to solve
Uses three-dimensional graphics
Allows multiple views or camera pans and the ability to zoom in and out
Allows different ways to complete the game
Stimulates complex processes requiring adjustment of variables by users to obtain desired
results (adjusting variables leads to different results)
Allows interactions through use of avatars (online identify of game player)
Yes/No
(1/0)
Rubric for Evaluating Higher Order Thinking
Yes/No
(1/0)
Characteristics
Uses lifelike avatars
Requires interaction with virtual elements within the game
Requires knowledge of game elements beyond mouse prompts and number entry (e.g.
combining elements to create new tools, understanding complex jargon)
Requires gathering of information in order to complete
Requires synthesis of knowledge in order to complete or successfully engage elements in the
game
Effectively replicates real-world environment
NPCs display artificial intelligence characteristics
NPCs display effective use of AI resulting in dynamic experiences for the user
Offers replay abilities with varying results
Total Score
Score of 15-20 – The game requires higher order thinking
Resources for Teachers
• Educational Software Preview Guide (ESPG)
– http://ed.final.gov/espg
• Entertainment Software Rating Board
– www.esrb.org/index-js.jsp
• EvaluTech
– http://www.evalutech.sreb.org/
• StopBadware.org
– www.stopbadare.org
Educational Software for Problem
Solving and Inquiry Learning
• Composing and Calculating Software
– Word
• Digital Writing
– Websites
– Email & Messaging
– Wiki & Blog
– Excel
• Spreadsheets
• Graphing Calculators
• Geometry and Visualization
Educational Software for Problem
Solving and Inquiry Learning
• Building, Inventing, Creating
Provides open ended exploration of a topic of interest to the
student
– KidPix
• Artistic Representation
– Google Earth
• Visual Thinking / Concept Mapping
– Brainstorming Tools
– Presentation Organizer
Educational Software for Problem
Solving and Inquiry Learning
• Computer Games
– Rules
– Goals & Objectives
– Outcomes & Feedback
– Conflict/competition, challenge, opposition
– Interaction
– Representation or story
+ Feedback & Rewards
Game Debate
• Aggression
• Visual Image Literacy
• Violence
• Effective Social Practices
Skills Learning Games
• Math Teaching Games
– Math Blaster
– Numbers Undercover
 Drill Lessons – not applied
learning
• Zoombinis Logical Journey
 Applied Problem Solving
 Collaborative
• “House” Series
– Math
– Science
– English
• Virtual Worlds
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Club Penguin
Neopets
Webkinz
Sesame Workshop
• Digital Games for Learning
– Education rather than
entertainment focused
– Mastering 21-century Skills
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Strategic Thinking
Interpretive analysis
Problem solving
Form and carry out plans
Adaptation to change
Strategies for Using Games
Problems
• Developing limited skills
• Underuse/Overuse
• Frustrated/Bored
• Escape from teacher –
separated from class
• Lack of differentiation
• No deeper thinking
Strategies for Effective Use
• Minimize games that teach
isolated skills
• Scrutinize games that
function solely on points
one or lost
• Discuss games and content
• Play games together
Intelligent Tutoring Systems
Programs adjust based on students response
in order to focus on students needs.
Promoting Success for All
Students through
Technology
Chapter 10
Differentiated Instruction
Multiple options for taking in information and
making sense of ideas
• Learning Differences arise in four areas:
Readiness - prior experiences prepare them to learn
Interest - Curiosity or commitment of students
Learning Profile - How students learn in formal and
informal situations
Affect - How students regard themselves as learners
and the school as a place to learn
Universal Design for Learning
• Multiple means of representation - various
ways of acquiring information
• Multiple means of expression - alternatives for
demonstrating what they know
• Multiple means of engagement - Learners
interests, challenges, and motivation
Universal Design provides for full
participation and access for students
with disabilities while providing
individualized options for all
Roles for Technology
Accommodations NOT Modifications
• Low-Tech: Adjustable height chairs, different colored
markers, pencil grippers, magnifying sheets
• Mid-Tech: Wiggle seats, audio recorded notes,
textured paper, wipe-off boards, interactive picture
dictionaries, magnification software
• High-Tech: Ball chairs, SmartBoard, Tablet PC,
speech-to-text software, talking books, enhanced
keyboards
Assistive Technology
Technological Convergence
What to consider when using assistive technologies in
the classroom:
 Assistive technology by itself does not always provide
positive learning supports for students
 While commonly used to support students with
disabilities, assistive technologies create extraordinary
learning opportunities for all students
 When used creatively by teachers, many electronic and
computer-based tools can serve as assistive technologies.
Available Tools
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•
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Electronic Spellers and Dictionaries
Handheld Calculators
Speech Recognition Software
Text Reading Software
– Screen Reading Software
– Optical Character Recognition and Reading
Software
– Word Prediction Software
• Interactive Electronic Storybooks
Advantages and Disadvantages of
Interactive Storybooks
Possible Disadvantages
Possible Advantages
• Promotes passivity on the part
of young readers
• Produces a dependency on the
computer for figuring out how
to pronounce unfamiliar words
• Creates distractions that take
attention away from the story
• Invites boredom because of
lengthy interactive features or
repetition
• Engages students in the mood
and setting of the story
• Supports learning new
vocabulary
• Allows children to self-select
assistance
• Uses animation to strengthen
reading comprehension
Criteria for Evaluating Storybooks
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•
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•
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Age Appropriateness
Child Control
Clear Instructions
Independence
Process Orientation
Technical Features
Technology & Writing
• Students Dislike Writing in School
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Pressure
Lack of Confidence
Lack of Joy
Misdirected self-evaluation
Lack of Patience
Ideas about being Smart
Processes Approach to Writing
helps to overcome these difficulties
???Questions???