Basic Three Software Tools
Word Processing Software
The impact of word processing software on the classroom has been substantial. Roblyer and Doering (2013) suggest that "no other technology has had as great an impact on education as word processing".(p. 116) The software can be used in a variety of ways in all types of classrooms. According to Roblyer and Doering "Not only does word processing offer high versatility and flexibility it is also "model-free" instructional software."(p. 116) Word processing can be used by all types of teachers in all types of classrooms. There are many benefits to the use of word processing software. One of the most obvious is that the software can improve the appearance of documents. These documents created using word processing software look better than hand written or printed documents and are more appealing to the students.(Roblyer and Doering, 2013, p. 119) One of the growing uses of word processing software is it use in collaborative projects between students. Roblyer and Doering (2013) state that "since the release of products such as Google Docs, teachers and students can no create, edit and share documents synchronously. (p. 119) This is a vital use of word processing software as education moves from the standard lecture method to more collaborative learning methods. All of the benefits of word processing software do not come with out a cost though. The effects of word processing on handwriting legibility is limited but people who use computers often complain that their handwriting has become less legible. (Roblyer and Doering, 2013, p. 120) Another significant issue is the problem with inadvertent errors caused by word processing software features such as auto correct. According to Roblyer and Doering (2013) " Teachers and students must be aware of this built in feature and either turn it off of proofread even more carefully." ( p. 120)
Spreadsheet Software
Teachers mainly use spreadsheet software to organize aspects of the classroom that need quick mathematical calculations such as budgets and grade-books. (Roblyer and Doering, 2013, p. 122) While the time saving benefits of spreadsheet software are well known the use of it are not limited only to quick mathematical calculations. According to Roblyer and Doering (2013) "Although spreadsheet programs are intended for numerical data, their capability to store information in columns makes them ideal tools for designating informational charts, such as schedules and attendance list". (p. 122) This ability to organize and display information is critical to the modern educator. Another important use of spreadsheet software is the supporting of "what if: questions. Spread sheets can enable the student to see the result of changes in numbers allowing allowing the teacher to pose "what if" questions and the student to answer them easily. (Roblyer and Doering, 2013, p. 119) One of the most common issues with the use of spread sheet software is the students fear of mathematics. Roblyer and Doering (2013) state "They are not afraid to process words but processing numbers is quite another matter." (p. 125)
Presentation Software
According to Roblyer and Doering (2013) "Presentation software is designed to display information including text, images, audio, and video in a slide show format." (p. 128) While it was originally designed to be used in the business field to accompany marketing presentations it quickly transitioned to educations uses.(Roblyer and Doering, 2013, p. 128) Presentation software can be used to help organize thinking about topics being discussed in the classroom. Roblyer and Doering (2013) state "When teachers or students create a presentation with this software, it helps them think through what they will say and in what order they will present information." (p. 128) Presentations can also be used to improve the impact of what is said in class lectures. When a presentation software is used correctly it enhances what the speaker says by using graphics and multimedia to illustrate the main points of the lecture. (Roblyer and Doering, 2013, p. 119) As with the other technology software discussed in chapter four issues have developed out of the use or maybe more accurately the misuse of presentation software. Some critics of the use of presentation software feel that it makes the student focus more on the slides and less on the real meaning of the lecture. (Roblyer and Doering, 2013, p. 130) Roblyer and Doering (2013) state that "Criticisms of this tool seem to be best addressed by the teachers becoming more aware of the most effective uses of presentation software." (Roblyer and Doering, 2013, p. 119) Presentation software while being one of the most helpful technology tools for an educator is also one of the most often misused tools by educators.
Classroom Use
Of the three types of software discussed in chapter 4 presentation software is the one I use the most in my classroom. I use it on a daily basis in just about every class. The information in chapter 4 has made me more aware of how I might be misusing this technology and can improve upon my use of it. I use power point presentations as a guide for class lectures on the unit of history we are exploring for the day. I have found it is an excellent way to introduce aspects of the culture, such as art and architecture, of the period in history that we are studying. This allows the student to not only put a face with the names were are discussing but also gain an understanding of the environment these people lived in through visual aids.
References
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational
technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.
I agree with your thoughts about misusing presentations. It's so easy to rely on them for instruction and I had a bad habit of doing just that, now I just post them on Google Classroom for students to use as a review guide. I've found that they are much more engaged if i just pose a question for them to discuss in groups. The arguments Roblyer and Doering present about students focusing more on the slides rather than instruction make me rethink ways to best use presentations. (p. 130).
ReplyDeleteHey Kevin,
ReplyDeleteYour classroom experience with presentation software really gets down to one of the most fundamental qualities of the basic three forms of software: increased productivity. Roblyer & Doering (2013) write that presentations software's "emphasis on sequencing and breaking information into component parts can promote a more organized approach." (pg. 128) In your classroom, how have you seen presentation software help you become more organized and how has it helped you increase your productivity in terms of "out of the classroom" (figuratively speaking) responsibilities like lesson planning?
Hello Kevin,
ReplyDeleteA lot of teachers tend to misuse PowerPoint. By understanding the 'do's' and 'don'ts' of presentation software you can fix and prevent misuse of the software. Roblyer and Doering state that the "cristicisms of this tool[Presentation software] seem best addressed by teachers becoming more aware of the most effective uses of presentation software" (p.130). You can correct your use of Presentation Software by examining the "design and use guidelines" in figure 4.1. (Roblyer and Doering, 2013, p. 131).